How are commonly used from interactive techniques? These interactive teaching techniques have multiple benefits, so the instructor can easily and quickly assess of students have really mastered the studying materials and plan to dedicate move time to it, if necessary and the process of measuring student understanding in many cases is also practice for the study materials, often students don't actually learn the study material until of these assessments drives interactivity and brings several benefits. These interactive teaching techniques can let students feel more fun to listen a lecture to teach attentively in classroom.The lecture instructor action includes, such as at the first, showing picture is as an image to students with no explanation, and asking them to identify or explain it and to justify their answers. Or asking students to write it using terms from lecture, or to name the processes and concepts down. Also, works are well as group activity. The lecturer can not give the answer to let students to know until who have explored all options first. At the second point, lecturer can ask a rhetorical question, and then allow 15-25 seconds, for students to think about the problem before the lecturers hope to wait to explain the question.The technique encourages students to participate in the problem solving process, even when discussion isn't feasible to let students to write any questions and the lecturer also writes an answer or the same time. It aims to help assure that the students will work in fact on the problem. At the third point, the lecturer can ask a one word answer will suggest degree of comprehension. It aims to help students can learn to remember any new word easily. At the forth point, the instructors can illustrate a concept, idea or principle with a real life application model or cause study. The lecturer distribute a partially completed outline of today's lecture and ask student to fill it in. Useful at start or at end of class, which any student can write down personal opinion which concerns any controversial subject, then during finishing to teach any whole course in the end of the seminar. So the lecturer can gather all classroom opinion polls to aim to let the school to know what the students' feeling concern on the lecturer's teaching performance and the controversial subject content whether who feel more or less interest to learn their subject. Then, the school can evaluate whether it needs to change the subject's teaching contents or the lecturer's teaching method to satisfy whose further learning needs. At the fifth point, let students have chanced to perform whose feeling, e.g. students can either stand or sit to indicate whose answers, such as true or false to the instructor's questions, the lecturer can select some students to travel the classroom polling the others on a topic relevant to the course, then report back the results for everyone. At the sixth point, the lecturer can prepare a questionnaire for students that probes what kind of learning style who use, so the course can match visual learning styles. Also, the lecturer can provide a quote relevant to whose topic, but leave out a crucial word and ask students to guess what it might be. It aims to raise students interesting to learn the topic of contents. Then, the lecturer can ask the class to examine two written out version of a theory or law of nature concept etc. Where one is incorrect, such as the opposite or negation of the other. In deciding which is correct, students will have to examine the problem from all investigations. The lecturer design class activities or even essays to address the real lives of the individual students. Finally, the lecturer ought let student to perform these five steps: listen, stop, reflect, write, give feedback.
