E3S Web Conf.
Volume 210, 2020Innovative Technologies in Science and Education (ITSE-2020)
|Number of page(s)||8|
|Section||Professional Development for Ecologists|
|Published online||04 December 2020|
Notes from experience in application of interactive teaching methods in university settings
1 Preschool Teacher Training College in Kikinda, Serbia
2 University of Belgrade, Serbia
3 Pedagogy and Defectology, Don State Technical University, Rostov-on-Don
* Corresponding author: firstname.lastname@example.org
Both theory and practise agree that, in order to achieve numerous advantages of interactive teaching, it is crucial that teachers and students have experience in interactive work and posses some social competencies. Interactive teaching are ineffective when teachers lack pedagogical knowledge and experiences and when students unaccustomed to interaction in class. That is why this paper presents the most important experiences in interactive teaching practise in a university environment, shows examples of good practice and points out the most common challenges that teachers may face. Teaching techniques that enable a smooth flow of interaction and enable better effects in the field of learning are offered. The paper recommends techniques of “breaking the ice”, building trust, and the gradual introduction of interaction from working in pairs, from smaller to larger groups. The paper further recommends student grouping techniques, which serve as a mechanism for improving the quality of interaction and finally present ideas and experiences for guiding simulations and role plays as one of the most effective interactive methods.
© The Authors, published by EDP Sciences, 2020
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