3 Ways to Make Classrooms More Interactive


To connect with today’s kids teachers must look to more innovative and interactive strategies.  Educators know that interactive instructional approaches can be an effective strategy to increase student engagement. However, to make a real difference, educators have to integrate technology in a meaningful way to truly impact students.

The following are three methods have been used to successfully connect with today’s generation of students:

Gamify Lessons

Friendly competition can improve focus and drive better results, which is why gamification has become such a hot trend in education.  A gamification approach is highly effective in getting all students involved in classroom activities and providing educators with data they can use to assess student progress. Teachers can gamify lessons in a number of ways, including: integrating a point system, providing real time feedback, progressing in levels, and creating teams.

Turn Lectures into a 2-way Conversation

Students who are used to interactive communication often have difficulty adjusting to traditional classroom lectures.  To engage students educators need to make lectures into a more interactive process by incorporating things like embedded questions and allowing students to answer via classroom technology.

Use Peer Instruction to Enhance the Learning Experience

Peer instruction is a proven methodology that encourages direct student participation in learning exercises, and harnesses collective knowledge to deliver measurable improvements to learning.  Collaborative learning is an excellent strategy for students who thrive in interactive settings. Learning software can be incorporating to facilitate peer instruction.

These strategies have all been proven effective in terms of making lessons more interactive and improving student engagement.  While each method differs in many respects, one commonality is the use of education technology – providing ample opportunities for you and your customers.

Source: eSchoolNews

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