Presentation on theme: "Interactive Teaching & Learning: Enhancing Comprehension Dr. Eman Zaki Dr. Julie Horton Dr. David Koppenhaver Dr. Gary Moorman Appalachian State University."— Presentation transcript:
Interactive Teaching & Learning: Enhancing Comprehension Dr. Eman Zaki Dr. Julie Horton Dr. David Koppenhaver Dr. Gary Moorman Appalachian State University Dr. Kendra Sisserson, University of San Diego
Workshop Organizers Office of Faculty & Instructional Development, College of Education, Qatar University Appalachian State University University of San Diego
Workshop Outcomes By the end of the workshop you are expected to: Develop a deeper understanding of interactive teaching Identify at least four interactive teaching strategies Implement at least one of the strategies within the next two weeks
Overview of Workshops Each workshop will begin with a brief theoretical framework Model lessons Each phase will focus on a single reading topic Each phase will include pre-reading, during reading and post-reading instructional strategies After each phase, we will review each instructional strategy We will then assist you in developing and implementing the instructional strategies in your classrooms
Activity One: Interactive teaching and learning What is interactive teaching and learning? Is your teaching interactive or not? What kind of interactions occur during interactive teaching and learning? How is interactive teaching related to critical thinking? Is there one interactive teaching strategy or more?
Interactive Instructional Strategies Adjunct Displays Split-page Note taking Paired Reviews Text Impressions Student Questions for Purposeful Learning Graphic Organizers Structured Academic Controversies Possible Sentences Academic Discourse Context Clues Save the Last Word for Me Brainstorming for Prior Knoweldge
What Is Interactive Teaching? The Law of Meaningful Processing Schema Theory Learning is “bridge building;” linking what a learner already knows to new information Effective instruction occurs when the learners’ background knowledge is valued, activated and developed
What Is a “Schema”? A knowledge structure which new information must fit into order to be understood. A plan for directing attention and conducting purposeful searches for information. A resource for filling in gaps in information.
Activity 2: Pre-Reading SQPL ICTQATAR BORNE WITH VOCATION TO MAKE TECHNOLOGY PART OF LEARNING “The Supreme Council of Information and Communication Technology (ictQATAR), the IT and telecom sectors’ new policy making and regulatory agency, has a broad mandate to make technology an accessible and integral part of Qataris’ everyday life -- especially when it comes to learning.”
SQPL Please find a partner: You will work in pairs With your partner write two or three “prediction” questions When you are done we will pick three to five questions to guide your reading
Activity 3: During Reading: SQPL/Think-Pair-Share Instructions Carefully read the article Discuss with your partner how you would answer the prediction questions Be prepared to discuss your answers with the rest of the group
Activity 4: Post Reading: Concept Map (Adjunct Display) Instructions: You have been given a concept map that provides a visual representation of the text With your partner, make notes on each of the five key areas on the concept map
Review of Strategies with Discussion SQPL Paired Reviews Adjunct Displays
Classroom Applications With your partner, discuss how each of you can use the previous strategies in your classrooms Be ready to share your ideas with the rest of the group Volunteers to develop a micro-lesson to begin next workshop