Interactive teaching strategies

Conclusion 
After selecting the learning objectives and assessments 
for the presentation, we need to think about the various 
instructional activities we will use to engage students with 
the material and enable them to meet the objectives. Many 
instructional strategies are flexible, and can be used in 
service of several learning objectives, but some of them are 
better suited for a particular set of objectives. In most cases, 
we will need to use a combination of instructional strategies. 
The whole class session should be interactive, with a balance 
of contributions from teacher and pupils. It should serve and 
not detract from the objective. Model the technique a 
number of times before you expect the children to use it 
effectively. Support pupils who will be less confident by 
rehearsing, priming or pairing them. Consider the space you 
will need if pupils are to move around comfortably. 
Consider how you will distribute, collect, store and protect 
resources. 
References 
Linda B. Nilson (1998). Teaching at its best. A research-
based resource for college instructors. Vanderbilt 
University. Anker Publishing Company, Inc. Bolton. 
Angelo, Thomas A. and Cross, K. Patricia (1993). 
Classroom assessment techniques: a handbook for 
college teachers (2nd ed.) Jossey-Bass publishers. San 
Francisco. 
Ko, Edmond and Noakes, Nick (2010). Course materials 
from PDEV501: Preparation for your academic career, 
Spring 2010, HKUST. 
Jason, H. & Westber, G. J. (1995) Making the Most of 
Instructional Presentations: Using the Audience 
Response System (Kala mazoo, M I, Up John). 
Murray, H.G. (1991) Effective teaching behaviors in the 
college classroom, in: J.SMART (Vol.ed.) Higher 
Education: Handbook of Theory and Research, 7, pp. 
135 ±17 2 (New York , Agathon Press).