1. Interactive Teaching & Learning: Enhancing Comprehension Dr. Eman Zaki Dr. Julie Horton Dr. David Koppenhaver Dr. Gary Moorman Appalachian State University Dr. Kendra Sisserson, University of San Diego

2. Workshop Organizers Office of Faculty & Instructional Development, College of Education, Qatar University Appalachian State University University of San Diego

3. Workshop Outcomes  By the end of the workshop you are expected to: Develop a deeper understanding of interactive teaching Identify at least four interactive teaching strategies Implement at least one of the strategies within the next two weeks

4. Overview of Workshops  Each workshop will begin with a brief theoretical framework  Model lessons Each phase will focus on a single reading topic Each phase will include pre-reading, during reading and post-reading instructional strategies  After each phase, we will review each instructional strategy  We will then assist you in developing and implementing the instructional strategies in your classrooms

5. Activity One: Interactive teaching and learning  What is interactive teaching and learning?  Is your teaching interactive or not?  What kind of interactions occur during interactive teaching and learning?  How is interactive teaching related to critical thinking?  Is there one interactive teaching strategy or more?

6. Interactive Instructional Strategies  Adjunct Displays  Split-page Note taking  Paired Reviews  Text Impressions  Student Questions for Purposeful Learning  Graphic Organizers  Structured Academic Controversies  Possible Sentences  Academic Discourse  Context Clues  Save the Last Word for Me  Brainstorming for Prior Knoweldge

7. Useful Internet Sites

8. What Is Interactive Teaching?  The Law of Meaningful Processing  Schema Theory Learning is “bridge building;” linking what a learner already knows to new information Effective instruction occurs when the learners’ background knowledge is valued, activated and developed

9. What Is a “Schema”?  A knowledge structure which new information must fit into order to be understood.  A plan for directing attention and conducting purposeful searches for information.  A resource for filling in gaps in information.

10. Activity 2: Pre-Reading SQPL  ICTQATAR BORNE WITH VOCATION TO MAKE TECHNOLOGY PART OF LEARNING  “The Supreme Council of Information and Communication Technology (ictQATAR), the IT and telecom sectors’ new policy making and regulatory agency, has a broad mandate to make technology an accessible and integral part of Qataris’ everyday life -- especially when it comes to learning.”

11. SQPL  Please find a partner: You will work in pairs  With your partner write two or three “prediction” questions  When you are done we will pick three to five questions to guide your reading

12. Activity 3: During Reading: SQPL/Think-Pair-Share  Instructions Carefully read the article Discuss with your partner how you would answer the prediction questions Be prepared to discuss your answers with the rest of the group

13. Activity 4: Post Reading: Concept Map (Adjunct Display)  Instructions: You have been given a concept map that provides a visual representation of the text With your partner, make notes on each of the five key areas on the concept map

14. Review of Strategies with Discussion  SQPL  Paired Reviews  Adjunct Displays

15. Classroom Applications  With your partner, discuss how each of you can use the previous strategies in your classrooms  Be ready to share your ideas with the rest of the group  Volunteers to develop a micro-lesson to begin next workshop