Uzbekistan state world languages university second english faculty

What is interactive teaching?

Interactive teaching refers to methods of teaching that engage the classroom. Unlike memorization, interactive teaching encourages students and teachers to collaborate to foster learning. In addition, interactive teaching activates the brain’s natural analytical abilities, helping students to engage their long-term memory.

2. What is the interactive teaching method?

Interactive teaching relies on many methods of interaction to activate the classroom. These include:

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   Interaction between teacher and student
   
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   Interaction between students and their peers
   
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   the use of audio, visuals, video
   
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   hands-on demonstrations and exercises
   

Though other techniques exist, these are the primary ones modern classrooms tend to gravitate towards. Examples of these methods in practice include paired discussions between students or between teacher and students. In these discussions, students are encouraged to think through a problem and develop a solution through collaboration. Students can voice their thoughts and ideas, which helps them become more knowledgeable about the subject they are studying. Problem-solving through this technique can also lead to higher information retention.
Classroom surveys are another interactive teaching method that allows students to have some say over the classroom flow. Teachers can utilize anonymous surveys to gauge their students’ understanding of the subject matter or get an understanding of their thoughts and opinions on the contents of the lesson. Shyer students may find anonymous surveys to be an easier way to communicate their thoughts to their teachers and peers.


Since Bonwell and Eison’s seminal work (1991), “active learning” has been a buzzword in the scholarship on teaching and learning. But the phrase can be misleading. Whenever someone learns something, the learner has been active to some degree—maybe not physically, but certainly mentally. In other words, there is no such thing as “passive learning.” As interconnected processes, however, physical and social activity often correlates with mental activity and therefore can aid learning (Zakrajsek, 2016). A more appropriate term might be “interactive learning,” which encompasses all methods of purposeful student engagement with material aided by students interacting with others (instructor or peers) and themselves.
Interactive learning is associated with many benefits for students. (Click here (https://baylor.app.box.com/file/284568114215) for an annotated bibliography on interactive learning.) Group work that is a common element of interactive learning more closely aligns with the collaborative methods of most occupations and professional academics. Research consistently finds that interactive methods correlate with positive student outcomes, such as higher rates of attention, interest in subject matter, and satisfaction (Bligh, 2000; Burrowes, 2003; Sivan et al., 2000).
New trend of thoughts has brought new direction for teaching reform with the development of science and technology. To improve students’ innovative ability, critical thinking, cooperative ability, material collection and analysis ability, higher education system is now trying various explorations. In recent years, Interactive learning model based on constructivism theory has drawn attention all over the world. Palincsar, a professor in University of Michigan, put forward the concept of interactive teaching in classroom in 1970s, which is now called interactive learning or interactive teaching. Interactive learning is a new type of cooperative teaching theory, emphasizing on assisting students and teachers to communicate or exchange information in a cooperative way through various methods. These years, most of the researches are mainly about single model on single discipline, such as English, Politics or Physics under a certain teaching model. Therefore, as for specific operative teaching methods suitable for higher education, more aspects need to be explored.

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