OER4Schools/Principles of interactive teaching: Difference between revisions
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The principles of interactive teaching include | |||
* recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of knowledge | * recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of knowledge, | ||
* assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach | * assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach, | ||
* “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners | * “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners, | ||
* higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising | * higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising, | ||
* improvable ideas – providing an environment where ideas can be critiqued and refined | * improvable ideas – providing an environment where ideas can be critiqued and refined, | ||
* diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas | * diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas, | ||
* building directly on others’ ideas to create joint knowledge products | * building directly on others’ ideas to create joint knowledge products, | ||
* democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge | * democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge, and | ||
* learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning | * learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning. | ||
Latest revision as of 15:38, 3 December 2013
| Resource details | |
| Title | Principles of interactive teaching |
| Topic | [[Topics/OER4Schools|OER4Schools]], [[Topics/Teacher Education Resources for Sub-Saharan Africa|Teacher Education Resources for Sub-Saharan Africa]] |
| Teaching approach | [[Teaching Approaches/|]]
|
| Subject | [[Resources/Teacher Education|Teacher Education]] |
| Age of students / grade | [[Resources/|]]
|
| Acknowledgement | This resource is part of the OER4Schools programme. |
The principles of interactive teaching include
- recognising children as individuals actively engaged in interacting with the world, rather than passive recipients of knowledge,
- assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach,
- “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners,
- higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising,
- improvable ideas – providing an environment where ideas can be critiqued and refined,
- diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas,
- building directly on others’ ideas to create joint knowledge products,
- democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge, and
- learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning.
