Interaction
Jigsaw What You Know
Component: Interaction
Grade level: All
Subject: All
Grouping Configuration: Small group or whole class
Time: 15-25 min
Materials: index cards, notebook paper, chart paper.
Description: This strategy encourages interaction among students and accountability. Choose a topic that has 2-4 possible dimensions/qualities and each student from a group is assigned one specific area. They individually research their area until they are “experts”. When they meet with their group they take turns teaching their groups members about their topic/area of expertise.
Source: 99 Ideas and Activities for Teaching English Learners with the SIOP Model, MaryEllen Vogt and Jana Echevarria.
Student Thought Process: Students are made accountable for knowing their information because their group is depending on them to be the expert. This makes sure that no one student is doing all of the work. It also makes it less overwhelming instead of each student being responsible for knowing all of the information. The student must be able to explain their section clearly so that the other students can comprehend the information. This helps the students really comprehend the information. Students most often learn best from each other versus from the teacher simply spewing information. It uses most of blooms taxonomy except for the last two levels (evaluating and creating).
Reflect/Extend: I would use this in my classroom with research. I think it lends itself to most subjects but especially anything that involves reading. I think it’s a great way to make students responsible for their learning without overwhelming them. I think for my classroom I would start off by doing this as a whole group. I would have each table be in charge of a part and teach it to the class and then as a whole put the information together. Once the students have had some practice I would have them work in small groups.
Dinner Party
Component: Interaction
Grade Levels: All (for K-2 use as a “birthday/tea party”)
Subject: Social Studies
Grouping Configuration: Small group
Time: 1-2 periods (to plan and practice)
Materials: Sources for research (books, internet, etc.)
Description: The purpose of this strategy is for students to take on the persona of a character. Although scripts can be prepared it can also be improvised if the students have done their research and are knowledgeable on the character/historical figure/etc.
Inside-Outside Circle
Component: Interaction
Grade Level: All
Subject: All
Grouping/Configuration: partners, small group, whole class
Materials: Information for students to share
Time: 5-15 min depending on teacher’s questions and time allowed.
Description: The purpose of this strategy is to promote practice with key concepts and develop oral language. The class is divided into two groups. Half the class forms a circle facing out (inside circle) and half the class forms a circle facing in (outside circle) each student should be facing someone at this point. The class is asked a question and the inside circle responds first and then their partner in the outside circle will respond. When the teacher signals the inside circle remains still while the outside circle rotates so that they have new partners. A new question will be posed and the process continues.
Gallery walk
Component: Interaction
Grade Level: 2-12
Subject: All
Grouping/Configuration: Small group or whole class
Time: 15-20 min
Materials: Chart paper and markers
Description: This strategy promotes reflection, interaction among classmates, and written and oral language development. Students are put in groups of 4-5 and multiple charts are placed around the room with different questions/topics. Each group uses a different marker to write their thoughts as they rotate from chart to chart. They must read what the group before them has written and respond with something different or add on to what has already been written.
You Are There
Component: Interaction
Grade level: 4-12
Subject: All
Grouping/Configuration: Small group or whole class
Time: 2 Periods (for research and to perform)
Materials: Resources for research
Description: Students will research a certain topic/event that they will portray. They will the select an import character that played an important role and write interview questions and responses that the interviewer will use during a reenactment. For older/advanced students this can be made more challenging by allowing the audience members to ask unrehearsed questions to the character.
Puppetry
Component: Interaction
Grade level: K-8
Subject: Language Arts and Social Studies
Grouping/Configuration: Small group or whole class
Time: Depends on length of story/book.
Materials: Puppets (handmade or store bought)
Description: The teacher or another student reads aloud a story/poem/article while other students perform the actions with puppets. This is great for ELL’s to practice their oral language in a low-risk drama play. Puppets can show content knowledge when students aren’t able to verbally.