DR. A U MEHTA PROFESSOR OBG PDU MC, RAJKOT MET PDUMC 2014 Large Group Interaction

Objectives Interactivity in Large group Various interactive techniques General strategies to become more interactive MET PDUMC 2014

What are your expectations from this Lecture on “Large Group Interaction” ? MET PDUMC 2014

Large Group Interaction Large Group Interaction You must have attended an interactive lecture. What was it that made it interactive? What were your impressions of that method of teaching? MET PDUMC 2014

Words of wisdom in Education MET PDUMC 2014 A GOOD SPEECH IS ALWAYS SHORTER THAN THE AUDIENCE’S ATTENTION SPAN

Chinese proverb “Tell me, and I forget. Show me, and I remember. Involve me, and I understand” MET PDUMC 2014

What is interactive lecturing? Bilateral interaction Increased discussion among the participants Student’ s involvement with -material or -content of a lecture Not necessary that audience has to do talking all the times MET PDUMC 2014

What is interactive lecturing? In all cases, how ever, interactive lecturing implies active involvement and participation by the student so that students are no longer passive in the learning process A different way of approaching the teacher’s role `Instructor’ frequently becomes a `facilitator’ or `coach’, May have to modify the lecture content -To allow for discussion -To try new techniques MET PDUMC 2014

Plan your Lecture MET PDUMC 2014 Curriculum/Content Audience Time Teaching AIDS available Objectives Interactive Technique-suitable

How to introduce Interaction MET PDUMC 2014 ?

Interactive Techniques Brainstorming Questioning- Positive Feedback Quiz Surveying the class Question & Answer Period Using audiovisual aids Breaking the class into smaller groups Think/Pair/Share Buzz Session Clinical Case Study Demonstration Debates Using simulations and role plays Short writing exercises Note Review Energy Heightening Exercises MET PDUMC 2014

Brainstorming Technique for –activating the knowledge or –current understanding of a topic Lecturer invites answers to –a question or problem –writes them, without comment, on a board or overhead After a short period (2-3 minutes) –the lecturer reviews the list of “answers” with the class MET PDUMC 2014

Questioning Most frequently used Easiest to implement Questions can -stimulate interest -arouse attention -serve as an `ice breaker’ -provide valuable feedbackprovide valuable feedback While asking -non-threatening way -wait for a response -See that more student gets opportunity MET PDUMC 2014

Surveying the class This technique is particularly useful for –students’ baseline knowledge –arousing motivation For example, asking the students, –how many of them have ever used interactive teaching method? –what was that? Or which one is commonest interactive technique? -Why? MET PDUMC 2014

Question and Answer Period Question and Answer Period Allow a certain amount of time for questions at the beginning, middle, or end Plan this time & tell participants about it in advance Questions may be asked orally by individuals, groups, or in writing  TRY: distributing index cards at the start of your session. Ask participants write down a question they have and return it to you before the break  Then review their questions while the participants are on break  When they return, answer their questions while summarizing key points learned before the break  Use this as a transition in to the next sections MET PDUMC 2014

Note Review (4-5 minutes) Note Review (4-5 minutes) Can be used in the middle of a seminar, after a break, or at the end Give participants 3 minutes to read their notes thoroughly and underscore or circle important points  Mark anything that doesn’t make sense  Mark the location of missing information Circle the room answering individual questions After they’ve completed the exercise, ask for questions so you can clarify questions MET PDUMC 2014

Short Writing Exercises Give a card or sheet of paper Ask them to write their responses Collect responses & review them Clarify all misunderstandings & answer questions Three Minute Summary –Use this to clarify points and assess the depth of participants’ understanding. MET PDUMC 2014

Demonstration Demonstration is one of the most effective teaching methods because of its visual impact. A visual presentation of one or more techniques, processes, skills, etc. You or a participant, often assisted by others, go through the motion of showing, doing, explaining, etc MET PDUMC 2014

Use of written materials Literature on handouts suggests that –higher test scores from lectures accompanied by handouts –appreciate them –design of the handout can influence note-taking practices. –removes pressure to `cover everything’ MET PDUMC 2014

Using simulations, role plays & debate Simulations and role plays allow –a real life situation in a `safe setting’ –to receive feedback on their experiences MET PDUMC 2014

Using films and videotapes a trigger to promote discussion to stimulate student thinking. objective is to elicit an emotional as well as a cognitive response in the viewer Videotapes are also useful for examining student attitudes and skills MET PDUMC 2014

Breaking the class into smaller groups Small groups of 2-4 may be formed Small groups may discuss a limited topic –for a few minutes (often called `buzz groups’ because of the noise) –may consider broader issues for a longer period of time. MET PDUMC 2014

Think/Pair/Share (5-7 minutes) Pose a question or problem. Give one minute to THINK about answers individually PAIR with a partner to compare answers SHARE their responses with the class. MET PDUMC 2014

Buzz Session ( minutes or <) Divide participants into groups of 3 to 6 participants  Small size of group allows each participant to contribute Give the groups 3 to 8 minutes to consider a specific, limited problem or question  Shortness of time requires groups to work hard and stay on target Walk around the room to answer questions Ask for answers from each group, or provide the answer to on an overhead/flip chart/board MET PDUMC 2014

5 minutes for Discussion Followed by Presentation MET PDUMC 2014 Group 1 Participant wants to talk all the time Participant talks on unrelated topic Group 2 Talks continuously with other participant Strong disagreement with what the teacher says Group 3 Distracting habits Working on something else than the topic Group 4 Coming late/leaving not respecting schedule No participation during training Do not complete assignments Buzz Session-Group Exercise on Problem Participant

Case Study Case Study Provide account of actual problem/situation an individual/group has experienced Provides a means of analyzing & solving a typical problem Open-ended proposition that asks the basic question  “What would you do?”  Solution must be practical - the best you can come up with under the circumstances Effective method of provoking controversy & debate on issues for which definite conclusions do not exist MET PDUMC 2014

Other Techniques Peer instruction Practice session Games Field Trips Competition Assigned reading MET PDUMC 2014

How to end your lecture Summarize the key point Invite / Ask Questions Ask some student to summarize the key point MET PDUMC 2014

Evaluating your lecture Ask a sample of the students if you can read their lecture notes—this exercise gives some insight into what students have learned and understood Ask for verbal feedback from individual students Ask the students to complete a one-minute paper MET PDUMC 2014

Index Card MET PDUMC 2014

Feedback MET PDUMC 2014

THANK YOU MET PDUMC 2014