The Art of Interactive Teaching
Listening, Responding, Questioning
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Teaching, Teaching Methods
| Author: | Selma Wassermann | ISBN: | 9781351704373 |
| Publisher: | Taylor and Francis | Publication: | June 26, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | Selma Wassermann |
| ISBN: | 9781351704373 |
| Publisher: | Taylor and Francis |
| Publication: | June 26, 2017 |
| Imprint: | Routledge |
| Language: | English |
In this book, Selma Wassermann, international expert on classroom interactions, sets the stage for the relevance of the interactive teaching method, provides data and classroom examples that support its effectiveness at all student learning levels and in different subject areas, and offers detailed and specific help for teachers who are considering embarking on this approach to teaching. Coverage includes "teaching to the big ideas," preparing students, and the basics of developing good listening, responding, and questioning skills in an interactive discussion. A chapter on learning to become reflective practitioners deals with how teachers may become more aware of what they are saying and in better control of framing responses and questions in the art of interactive teaching. The book draws from the author’s long experience and study of interactive teaching using the case method rooted in the Harvard Business School’s approach to large class instruction.
In this book, Selma Wassermann, international expert on classroom interactions, sets the stage for the relevance of the interactive teaching method, provides data and classroom examples that support its effectiveness at all student learning levels and in different subject areas, and offers detailed and specific help for teachers who are considering embarking on this approach to teaching. Coverage includes "teaching to the big ideas," preparing students, and the basics of developing good listening, responding, and questioning skills in an interactive discussion. A chapter on learning to become reflective practitioners deals with how teachers may become more aware of what they are saying and in better control of framing responses and questions in the art of interactive teaching. The book draws from the author’s long experience and study of interactive teaching using the case method rooted in the Harvard Business School’s approach to large class instruction.
