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Abstract
Research has shown that quality teacher-student interactions far outweigh all other considerations to produce positive learning outcomes. Although this may be inherently obvious, few teacher preparation programs dedicate much time to training teachers how to create positive interactive, constructivist learning environments. Much can be learned about how to develop participatory learning skills in their students from a review of the best practices utilized by live interactive performers whose ultimate success is determined by the quality of the interactions with their audiences. The techniques described in this article represent a recollection over a ten-year period of the techniques and tactics utilized by interactive performers and an analysis of these strategies by a researcher trained in instructional design.
Research has shown that quality teacher-student interactions far outweigh all other considerations to produce positive learning outcomes. Although this may be inherently obvious, few teacher preparation programs dedicate much time to training teachers how to create positive interactive, constructivist learning environments. Much can be learned about how to develop participatory learning skills in their students from a review of the best practices utilized by live interactive performers whose ultimate success is determined by the quality of the interactions with their audiences. The techniques described in this article represent a recollection over a ten-year period of the techniques and tactics utilized by interactive performers and an analysis of these strategies by a researcher trained in instructional design.
Very few would argue that the value of establishing a constructivist, participatory class room is that it is based on the premise that students learn better when they take responsibility and control of their own learning (Bruner, 1961; Jonassen,, 1992; Jonassen, Mayes & McAleese, 1993; Piaget, 1950; Twomey Fosnot, 1989; Vygotsky, 1978). In spite of this obvious benefit, implementation and acceptance of constructivist principles have not been universal. Some have suggested, for example, that constructivist strategies are not valid when introducing new content because they place additional loads on cognition that sometimes makes them inappropriate (Kirschner, Sweller, & Clark, 2006). But the most consistent concern about constructivism relates to the difficulties faculty has had in getting their students to actively and consistently participate in classroom activities (Kim,2005; Mayer, 2004). We agree with those who suggest that full participation requires a major paradigm shift. A cultural change needs to take place with regards to the source of expertise in the classroom (Gray, 1997; Kalyuga, Ayres, Chandler, & Sweller, 2003; Paas, 1992). Classroom instructors who wish to successfully implement participatory learning can benefit by reviewing the tenets of transactional and transformative learning.
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