Sentence examples for interactive pedagogy from inspiring English sources

"Guitar Hero's combination of an alternative controller, an alternative music notation and an interactive pedagogy has doubled the number of instrumental music makers in the U.S.A. in just two years," said James Plamondon, chief executive of Thumtronics, maker of a keyboardlike device called the Thummer.

It is likely that assessing first year students and more interactive pedagogy can explain in part why all 3 schools scored higher than historical assessments.

"The partnership has been very fruitful, and we will have good results in the end," says Dragana Koruga of the Centre for Interactive Pedagogy, one of the partners in the project.

Incorporation of the models in five of the sections thus augmented use of an interactive pedagogy (informative testing with peer instruction) previously shown to be effective in numerous other studies.

In addition, the FCI was key in nucleating research in physics education, such as Hake's study of normalized gain (Hake, 1998), which showed that student-learning gains were greater on the FCI with interactive pedagogy compared with traditional lecture alone.

Belgrade, 13 May 2011 – UNICEF and the Serbian Ministry of Education and Science  hosted a Roundtable for Policy Dialogue on Early Childhood Development and the Inclusion of Roma Children, organized in partnership with the International Step by Step Association, CIP-Center for Interactive Pedagogy, the Open Society Foundations and the Roma Education Fund.

Thus, these people try to use SCALE-UP style, interactive pedagogies in a more traditional classroom setting.

The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction.

'Modified users' and 'influenced by' have similar (i.e., not statistically different) active indicators but 'influenced by' are less likely to have the structural infrastructure to support their use of interactive pedagogies.

Since SCALE-UP 'modified users' and 'influenced by' do not have significantly differences in their use of interactive pedagogies and past users are not true abandoners, thus justifying the decision to include all three in our analysis.

Tonkin and colleagues went further to establish the benefit of scenario-based interactive pedagogies for this purpose, compared with didactic intervention sessions covering the same material [ 32].