In today’s world, the quality of education should be developed at a pace that keeps up with rapid technological advancements. There are many new teaching strategies that both teachers and trainers can incorporate to revolutionize the quality of education provided. These strategies will develop not only the intellectual capacity of the learners, but also their emotional aptitude . Interactive learning, also commonly known as experiential learning is one of the many new approaches currently gaining commendations in the education sector.
Experiential learning allows students to actively participate in class discussions, giving them the chance to showcase their skills, talents, and capabilities. Conventional lecturing techniques used by most of the teachers are now proving less effective in a classroom environment. This singular method has not been shown to help in the development of the student’s critical thinking skills. Hence, teachers or trainers should learn how to facilitate or conduct experiential learning strategies as this is more efficient and effective in the holistic development of a student’s well being. According to Aristotle:
“The things we have to learn before we do them, we learn by doing them.”
When facilitating classes using interactive learning techniques, it is recommended that teachers use games and other unconventional activities that make learning fun for students. These methods will engage students and prevent a common learning block: boredom. Teachers, trainers, or facilitators should create games particularly when teaching math and science related subjects, as these subjects are traditionally presented without creativity. This will make the discussions livelier and more interesting for every student, awakening curiosity and hopefully creating fascination to finish the activities and continue learning.
As teachers and facilitators plan an interactive or experiential leaning session, it is important to consider that students should be encouraged or given the instructions to finish certain games and activities first before discussion begins. By doing this, students must develop their innovations skills without readily available answers. Upon completion of the activity or simulation, the positive and the negative points of the activity should be determined through exchanges of ideas between the teachers and the students. In conclusion, teachers and trainers can evaluate students’ ideas and findings within the interactive activities and games and then suggest or affect improvements to communicate the proper or textbook ideas and information to students.