Shift Students’ Roles from Passive Observers to Active Participants.
Preparing students for a world that did not exist when they were students themselves can be challenging for many teachers. Engaging students, particularly disinterested ones, in the learning process is no easy task, especially when easy access to information is at an all-time high.
How then do educators simultaneously ensure knowledge acquisition and engagement?
Ron Nash encourages teachers to embrace an interactive classroom by rethinking their role as information givers.
The
Interactive Classroom provides a framework for how to influence the learning process and increase student participation by sharing
• Proven strategies for improving presentation and facilitation skills
• Kinesthetic, interpersonal, and classroom management methods
• Brain-based teaching strategies that promote active learning
• Project-based learning and formative assessment techniques that promote a robust learning environment
Intended to cultivate an interactive classroom in which students take an active role in learning, this book provides a blueprint for educators seeking to amplify student engagement while imparting critical twenty-first century skills.
Table of Content
Foreword by John Almarode
Acknowledgments
About the Author
Unique Features of this Book
Introduction
Chapter 1. The Tinkerer’s Mindset
Pay It Forward
Some Reflections on Reflecting
What I Did With My Summer Vacation
Getting Better at Getting Better
The Synergy in Collaborative Planning
An Innovative Spirit
Turning Talk Into Action
Chapter 2. Some Assembly Required
When Plans Go Plop
The Work in Working Relationships
Embrace the Motivators
Avoid the Demotivators
Chapter 3. Incorporating Structured Conversations
Making Time to Process New Information
Life in the “Telling” Classroom
The Simultaneity Principle
Working in Pairs
TTYPA (Turn to Your Partner and . . .)
Modeling and Teaching Empathetic Listening
Pausing and Paraphrasing
Chapter 4. Managing Movement in the Classroom
Reimagine Classrooms With Movement in Mind
Getting Both Partners Involved
Paired Verbal Fluency (PVF)
Gallery Walks
Chapter 5. Presenting With Confidence
Presenters and Facilitators
Rapport, Relationships, and Rehearsals
Purposeful Movement
Visuals and Technology
Seek Clarity and Simplicity
Measure Twice, Cut Once
Provide Process Time
Verbal Miscues
The Mighty Pause
Humor
Chapter 6. Let’s Be Clear
Do as I Do
High Operational Standards
One at a Time
Remove Barriers to the Message
Clear and Unambiguous Feedback
“Why are we doing this?”
“Who is making the decision here?”
Chapter 7. Making Time to Write
Speaking Supports Writing
Hooking Kids on Writing
Let Students Be Teachers
Learning Logs and Journals
Reflective Blogs
Connecting the Writing to the Writer
Quickwrites
Connecting Speaking With Writing
Confident Writers
Chapter 8. Using Music to Facilitate Process
Music to Support Transitions and Breaks
Music to Enhance Discussions and Support Activities
The Role of Music in Choosing Learning Partners
Choosing Music
Technology
Chapter 9. Unlocking Doors With Storytelling
The Focus Factor
Opening Doors to the Content Material
Ownership Through Questions
It’s What They Think That Counts
Chapter 10. Accelerating Progress
The Role of Feedback in the Continuous-Improvement Process
A Clear Picture
Bringing Students Into the Conversation
Checklists and Rubrics
Working the Room
Chapter 11. Behind the Seen
That Whole Groundwork Thing
Finding Time to Reflect and Ask Questions
Challenging Seven Common Assumptions
Final Thoughts
Notes
References
Index
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