interactipembelajaran interaktif

8/11/2019 InteractiPembelajaran Interaktif

1/21

Interactive Teaching

Javed Iqbal

University of British Columbia


2/21

Copyright [M. Javed Iqbal] [2005].This work is the intellectual property of the author.

Permission is granted for this material to be shared

for non-commercial, educational purposes, provided

that this copyright statement appears on thereproduced materials and notice is given that the

copying is by permission of the author. To

disseminate otherwise or to republish requires

written permission from the author.


3/21

Why Interactive Teaching?


4/21

Encourage and develop thinking and

problem-solving skills

Develop and enhance self-confidence.

Nurture problem-solving through

reasoning and discussion among peers.

Make teaching and learning interactive

and fun.


5/21

Evaluation of Teaching

Presented material in a clear way 4.61

Presented material in an interesting manner 4.70 Was receptive to questions 4.75

Stimulated students to think 3.80

Was considerate of students 4.65

Taught Effectively 4.50


6/21


Peer instruction [methods] designed at least in part to

promote conceptual understanding through

interactive engagement of students in heads-on (always) and hands-on (usually)

activities which yield immediate feed back

through discussion with peers and/orteachers

Dick Hake, IU, 1998


7/21

Methods of Interactive Teaching

Overview Case Study Physics(Van Heuvelen, Ohio State University)

Cooperative Groups(Patricia Heller et. al. University of Minnesota)

Socratic Dialog Inducing Labs(Dick Hake, Indiana University)

Peer Instruction(Eric Mazur, Harvard)


8/21

Technologies for Peer Instruction

Flash Cards

Personal Response System (PRS)

Almost anonymous response

Inexpensive and easy to

implement

Completely anonymous response

Ensures near 100% participation

Allows recording of marks,

confidence levels, and summary of

answers


9/21

How Peer Instruction works

Question posed

Students given time to think

Students record individual answers Students convince their neighbors

Students record revised answers

Explanation of correct response

Eric Mazur, Peer Instruction: A users manual


10/21

PRS

Personal ResponseSystem and othersimilar systemsfacilitate interactive

learning throughanonymous feedback

Provides instructor withstudent identification for

each response, allowingcredit to be assigned forresponses


11/21

Sample Question -1

A container of water rests on

a scale. If you dip your hand

into the water, without

touching the container, whatwill happen to the reading on

the scale?

1. Decreases2. Remains the same

3. Increases


12/21


13/21

Sample Response


14/21

Sample Question - 2

Two identical glasses are filled to the samelevel with water. One of the two glasses hasice cubes floating in it. When the ice cubes

melt, in which glass is the level of the waterhigher?

1. The glass without ice cubes

2. The glass with ice cubes3. It is the same in both


15/21

Feedback [PRS] makes the course more interesting. Students can

better concentrate on the topic

[PRS] makes it fun to learn..

I enjoyed the use of transmitters It was nice to get a

good idea of how well I was doing with respect to the

class

PRS transmitters were awesome.[I was] actually

thinking in class, not copying text


16/21

..encourages class participation especially through

the PRS system.

PRS transmitters are great questionshelp

understanding and give emphasis to concepts rather than

derivationsI learned more in this class than any other in

first year


17/21

Does it Work?

There is an extensive amount of data

showing that active engagement improves

both the complex reasoning and theproblem solving skills.

G =pre

prepost

S

SS

100


18/21

Force Concept Inventory Results

Year Method Pre Post G

1990 Lecture 70% 78% 0.25

1991 PI 71% 85% 0.49

1993 PI 70% 86% 0.55

1995 PI 67% 88% 0.64

1997 PI 67% 92% 0.74


19/21


Best Practices The main focus of the technology must be

to enhance interactive teaching and critical

thinking and not to be used just to keepattendance or for on-the-spot quizzes.

Make sure that peer-discussion and

cooperative learning is an importantcomponent of your interactive teaching. So

simply voting on a problem is ineffective.


20/21

Keep the mark content of the in-class

discussion small. A suggested number is5%. A higher percentage leads to anxiety

among students and they become more

focused on getting the answer right. Keep an intermediate level of difficulty.

Trivial or too complicated questions are not

useful. Use the system on a regular basis.


21/21

The written part of the examination should

test understanding of conceptual concepts.

interactipembelajaran interaktif

Documents