To What Extent Are Interactive Teaching Techniques Being Used?

Programs that are interactive and engage students in program content and delivery are much more likely to have positive impacts on substance use than non-interactive programs (Botvin & Griffin, 2003, Cuijpers, 2003). Interactive teaching techniques include approaches that require participants to fully engage in an activity with others, such as cooperative learning, small group projects, role plays, games, debates, oral presentations, and homework to be done with the help of parents (Botvin & Griffin, 2003, Cuijpers, 2003; Winters, 2007). Interactive activities should engage youth in the learning process, by requiring participant involvement and allowing youth to reflect on their performance (NOVA Research Company, 2009). 

Assess which interactive techniques are used in your program, and how often each technique is used. Data collected on the use of interactive teaching techniques can be used to assess if program facilitators are using the techniques as often as intended, and whether use of more frequent interactive activities is related to more positive outcomes for participants. The data may also help determine which interactive techniques work well with your population and which techniques do not.


Sources Cited

Botvin, G. J., & Griffin, K. W. (2003). Drug abuse prevention curricula in schools. In Z. Sloboda & W. J. Bukoski (Eds.), Handbook of drug abuse prevention: Theory, science, and practice (pp. 45-74). New York: Kluwer Academic/Plenum Publishers.

Cuijpers, P. (2003). Three decades of drug prevention research. Drugs: Education, Prevention and Policy, 10, 7-20. doi:10.1080/0968763021000018900

Nova Research Company (2009). Substance abuse prevention handbook. From

Winters, K.C., Fawkes, T., Fahnhorst, T., Botzet, A., & August, G. (2007). A synthesis review of exemplary drug abuse prevention programs in the United States. Journal of Substance Abuse Treatment, 32, 371-380. doi:10.1016/j.jsat.2006.10.002