Prepared by:

Ma. Geraldine D. Barros

INTERACTIVE
INSTRUCTIONAL
DESIGN
 Interactive Instruction
 relies heavily on discussion and sharing among
participants. Students can learn from peers and
teachers to develop social skills and abilities, to
organize their thoughts, and to develop rational
arguments.
 allows for a range of groupings and interactive
methods. It is important for the teacher to
outline the topic, the amount of discussion time,
the composition and size of the groups, and
reporting or sharing techniques.
Involves facilitators and learners
Encourage and expect learners to participate
Use questions to stimulate discussions,
emphasizing the value of answers
Gives participants hands-on experience
Use teaching aids to gain and retain
information
Examples of Interactive
Instructional Design
 Debate
structured contest of argumentation in
which two opposing individuals or
teams defend and attack a given
proposition. The procedure is bound by
rules that vary based on location and
participants. The process is adjudicated
and a winner is declared.
Debates require students to engage in
research, encourage the development of
listening and oratory skills, create an
environment where students must think
critically, and provide a method for
teachers to assess the quality of learning
of the students.
 Brainstorming
• Brainstorming is a large or small group activity
which encourages children to focus on a topic
and contribute to the free flow of ideas. The
teacher may begin by posing a question or a
problem, or by introducing a topic. Students
then express possible answers, relevant words
and ideas. Contributions are accepted without
criticism or judgment.
 What is its purpose?
• to focus students' attention on a particular topic
• to generate a quantity of ideas
• to teach acceptance and respect for individual
differences
• to encourage learners to take risks in sharing their
ideas and opinions
• to demonstrate to students that their knowledge and
their language abilities are valued and accepted
• to provide an opportunity for students to share ideas
and expand their existing knowledge by building on
each other's contributions
 It is important for the teacher to:
• Establish a warm, supportive environment.
• Emphasize that a quantity of ideas is the goal.
• Discourage evaluative or critical comments from
peers.
• Encourage and provide opportunity for all
students to participate.
• Initially emphasize the importance of listening to
expressed ideas, and model printing and
recording of the ideas, then read each
contribution to or with the group.
 Peer-Partner Learning

is a collaborative experience in which

students learn from and with each
other for individual purposes.
 How?

Students work together as partners, one

functioning as a "doer" and the other as a
"helper".
The doer performs a task or answers questions; the
helper observes and provides feedback and helping
information. The doer is the student and the helper
takes on the role of teacher. Later, the partners reverse
roles.
 Discussion
is an oral exploration of a topic, object, concept or
experience.
Learners
• need frequent opportunities to generate and share
their questions and ideas in small and whole class
settings.
Teachers
• encourage and accept students' questions and
comments without judgment
• clarify understandings by paraphrasing difficult terms
stimulate the exchange of ideas.
 What is its purpose?

• to help students make sense of the world

• to stimulate thought, wonder, explanation,
reflection and recall
• to provide opportunities for students to clarify
and expand their ideas and those of others
• to promote positive group interaction and
conversation
• to demonstrate questioning techniques
 Think, Pair, Share

is a strategy designed to provide students

with "food for thought" on a given topics
enabling them to formulate individual
ideas and share these ideas with another
student.
 What is its purpose?

• Providing "think time" increases quality of student responses.

• Students become actively involved in thinking about the
concepts presented in the lesson.
• Research tells us that we need time to mentally "chew over"
new ideas in order to store them in memory.
• When students talk over new ideas, they are forced to make
sense of those new ideas in terms of their prior knowledge.
Their misunderstandings about the topic are often revealed
(and resolved) during this discussion stage.
 Cooperative Learning

is an instructional strategy that simultaneously

addresses academic and social skill learning by
students. It is a well-researched instructional
strategy and has been reported to be highly
successful in the classroom.
 How can I do it?

Five Basic Elements of Cooperative Learning

1. Positive Interdependence
2. Face-To-Face Interaction
3. Individual Accountability
4. Social Skills
5. Group Processing
 JIGSAW
a cooperative learning strategy that enables
each student of a group to specialize in one
aspect of a learning unit. Students meet with
members from other groups who are assigned
the same aspect, and after mastering the
material, return to the group and teach the
material to their group members.
 Just as in a jigsaw puzzle, each piece--each
student's part--is essential for the completion
and full understanding of the final product. If
each student's part is essential, then each
student is essential. That is what makes the
Jigsaw instructional strategy so effective.
 Problem Solving
 focuses on knowing the issues, considering all
possible factor and finding a solution. Because
all ideas are accepted initially, problem solving
allows for finding the best possible solution as
opposed to the easiest solution or the first
solution proposed.
 Exit slips

best used at the end of the class session. You’ll

ask the students to write for one minute on a
specific question “what was the most
important thing you learned today”.
decide if you are going to open up a
conversation about it in your next class. You
can ask them if they still remember what they
wrote down.
•
 Movie Application

• In groups, students discuss examples of

movies that made use of a concept or event
discussed in class, trying to identify at least
one way the movie makers got it right, and
one way they got it wrong. Think about
movies showing historical facts, geographical
facts, biographies of famous people
 REFERENCES:

• http://public.callutheran.edu/~mccamb/interactivein
struction.htm
• https://www.bookwidgets.com/blog/2018/06/20-
interactive-teaching-activities-for-in-the-interactive-
classroom
• https://jimmyesl.com/interactive-learning/
• http://eprints.ung.ac.id/1167/6/2013-2-88203-321408090-
bab2-09012014035554.pdf