Journal #7 - Interactive Teaching Methodologies: Active, participatory or experiential learning

I am becoming more and more convinced that active, participatory and experiential learning—three types of interactive teaching methodologies—are not only the best but also necessary for successful HFLE instruction. I have had the chance to critically assess my own teaching strategies and investigate how putting students at the center of the learning process can make it more meaningful.

            Teaching in conventional classrooms frequently tends toward lecture-based delivery where students passively absorb knowledge, particularly in health-related subjects. However, the core goal of HFLE is life skills development which cannot be adequately taught by passive methods. Decision-making, communication, empathy and relationship management are examples of life skills that need to be practiced rather than merely understood. Interactive approaches are at their best in this situation. Active learning, which includes think-pair-share, journaling, class presentations, debates, and role-plays—helps students internalize concepts by doing reflecting and connecting what they have learned to real-life situations. I believe this is one of the most potent lessons learned from this course and resultantly it was also my selected area of focus. The learning process is made more dynamic and transformative by these techniques which promote critical thinking and individual participation.

            Giving students a say in their education takes participatory learning even further. From my experience in the classroom, I have discovered that students feel more ownership when they are given the opportunity to express their opinions, take part in goal-setting or co-create educational materials. This boosts motivation and makes learning more inclusive, particularly in areas like relationships, mental health and sexuality that are sensitive to cultural differences.

            In HFLE, experiential learning, which enables students to learn via experience and reflection, has a particularly significant influence. Through social and emotional engagement, simulations and real-world problem-solving exercises, students are afforded the opportunity to develop their empathy, self-assurance and practical skills. These encounters in turn foster long-term memory retention by giving abstract ideas a tangible form.

            Another thing I have learnt from this course is how well these interactive approaches fit the Life Skills approach that HFLE advocates. They make it possible to combine theoretical knowledge with practical application assisting students in not only knowing the right thing to do but also acting morally when confronted with obstacles in real life. They encourage a secure environment for learning where students can ponder, make mistakes and develop.

            As a new HFLE advocate, I believe it is my duty to promote these approaches because they are more successful as well as more engaging. They help students develop critical behavioral competencies and increase their emotional resilience, social responsibility and self-awareness. I will definitely be using these interactive teaching methods more in the future by creating more student-centered lessons, integrating frequent reflection and giving students opportunities to practice and assess life skills in a real-world setting.