Interactive methods

1. 
   Interactive methods
   

Interactive teaching is all about instructing the students in a way they are actively involved with their learning process.

Among widely spread and popular interactive approaches, we can single out the following:

1. Creative tasks;

2. Games (role-plays, imitations, business and development games);

3. Use of human resources (excursions, inviting experts);

4. Social Projects;

5. Use of new material (interactive lectures, video-audio materials, student in the role of a "teacher", Socratic dialogue, asking questions);

6. Solving tasks (associative maps, brain storming, case analysis).

Practice proves that using the above-mentioned interactive methods helps to achieve the results of modern education. They help learning process to be conducted in such a way that all students are equally involved in the cognitive process, each individual contributes to the teaching process, students exchange information and ideas. This relationship allows students not only to acquire knowledge but also develop communicative skills: the ability to listen to others, evaluate different points of view, participate in discussions, make joint decisions, develop tolerance, etc.

Recent studies show that interactive learning helps the learner not only to easily acquire new material but to memorize it for a longer period of time. The diagram below shows clearly that through passive learning, the learner can memorize only 30% of the material, while the interactive learning enables us to memorize 90% of the received information

2. 
   Method categories
   

In methodology o f FLT the different approaches are used to

distinguish methods. They can be classified according to different

criteria.

1. According to the sources of information (sources

transmission and acquiring the knowledge): 1) verbal methods -

lecture, conversation, explanation; 2) method of working with a

book - working on textbook, reading additional literature,

preparation o f messages, abstracts; 3) method of observation,

experiment; 4) methods of exercises and practice - practical

experience of learners.

2. According to the quality parameters, as particular features of

cognitive process, they are: 1) explanative-illustrative method; 2)

reproductive method; 3) problem-recount method; 4) partlysearching method; 5) research.

3. In agreement with specifics of FLT and its action-oriented

character there are methods of teaching: 1) demonstration

(presentation); 2) explanation; 3) practice (training); 4) feedback

and self-control.

4. The methods of interaction between a teacher and learners

oriented to the FLT in the aspect o f organization are: 1)

familiarization of the teaching material on the basis of visualsensory perception; 2) independent comprehension of teaching

material and operations with it; 3) practice for production of speech;

4) practice for reception of speech; 5) motivational production of

oral and written speech; 6) motivational reception of oral and

written speech; 7) control, correction and evaluation of speech acts

in a productive aspect; 8) control, correction, evaluation of speech

acts in a receptive aspect.

3. 
   Insert method
   

The Insert Method or the Interactive Notation System for Effective Reading and Thinking) is a method that encourages students to read actively and make notations right in the text, or on post-it notes.

• 
  The whole class will benefit from using the Insert Method and develop higher level thinking.
  
• 
  The Insert Method increases reading comprehension.
  
• 
  Having students use the Insert Method develops high level thinking but allows students to assess their background knowledge and relate it to what they are reading.
  
• 
  ELLs benefit from this strategy because when they want to refer back to a text for any reason, they don’t have to struggle with reading the entire thing all over again but simply look for the marks that they had made.
  

Teachers can use the Insert Method in their classroom by displaying the codes on a chart in the classroom.

Teachers can also use the method in small groups to develop higher thinking when reading.