Interactive Instruction

Interactive Instruction relies heavily on discussion and sharing among

participants. Students learn from peers and teachers to develop social skills and
abilities, organize thoughts and develop rational arguments. It allows for a range
of different types of groupings and interactive methods. Teacher must outline
topic, time to discuss, group sizing, and how students will share. Needs
refinement of observations, listening, interpersonal, and intervention skills on the
part of both the teacher and student. Success of this strategy is heavily
dependent on teacher expertise in structuring and developing the dynamics of
the group.

Advantages
Interactive instruction provides opportunities for students to interact with peers,
experts, and their teachers in such a manner as to improve their social skills as
well as their abilities to assess information and structure an effective response to
the information. The interaction is often highly motivating for students. The
opportunity to interact with others broadens the educational experience of the
students and takes them beyond the limitations of the traditional classroom and
the knowledge, skills, and abilities of the individual teacher.

Disadvantages
The challenge of using interactive instruction is that "the success of the
interactive instruction strategy and its many methods is heavily dependent upon
the expertise of the teacher in structuring and developing the dynamics of the
group"

Think Pair Share

Think-Pair-Share is a strategy designed to provide students with “food for
thought” on a given topic enabling them to formulate individual ideas and share
these ideas with another student. It is learning strategy developed by Lyman and
associates to encourage student classroom participation. Rather than using a
basic recitation method in which a teacher poses a question and one student
offers a response. Think-Pair-Share encourages a high degree of pupil response
and can help keep students on task.

What is the purpose?

 Providing “thinking time” increases quality of student responses.
 Students become actively involved in thinking about the concepts presented
in the lesson.
 Research tells us that we need time to mentally “chew over” new ideas in
order to store them in memory. When teachers present too much information
all at once, much of that information is lost. If we give students time to “think-
pair-share”’ throughout the lesson, more of the critical information is retained.
 When students talk over new ideas, they are forced to make sense of those
new ideas in therms of their prior knowledge. Their misunderstandings about
 the topic are often revealed and resolved during this discussion stage.
 Students are more willing to participate since they don’t’ feel the peer
pressure involved in responding in front of the whole class.
 Think pair share is easy to use on the spur of the moment.
 Easy to use in large class.

How can I do it?

 With students seated in teams of 4, have them number off 1-4.
 Announce a discussion topic or problem to solve.
 Give students at least 10 seconds of think time to THINK of their own
answer.
 Using student numbers, announce discussion partners.
 Ask students to PAIR with their partner to dicuss the topic of solution
 Finally, randomly call on a few students to SHARE their ideas with the
class.

Uses:
 Note check, vocab review, quiz review, reading check, concept review,
lecture check, outline, discussion questions, partner reading, topic
development, agree/disagree/why, brainstorming, simulations, current
events, opinion, develop an opinion.

Hints and Management Ideas

 Assign Partners
 Change Partners
 Give time to Think
 Monitor Discussion
 Timed-Pair-Share
 Randomly Select Students
 Questioning

Brainstorm
Brainstorming is a strategy for generating creative ideas and solutions. It is
thinking that is definitely "outside the box." Because its focus is the generating,
not the evaluating, of ideas, brainstorming works especially well in groups. An
idea offered by one individual may inspire ideas in others in the group, which in
turn inspires more ideas.
To brainstorm effectively, a number of guidelines should be followed:
 Clearly define the topic of the brainstorm.
 Make the “rules” clear:
every idea is welcome, no matter how unusual or improbable,
every idea is recorded,
being inspired by others’ ideas is desired.
 Have a volunteer write down the ideas for all to see.
Appropriate Assessment and Evaluation Techniques: Teachers may decide to
assess brainstorming when it is used in the context of cooperative learning
groups. Anecdotal records may be the preferred method of recording data.

Peer Partner Learning

Students work together as partners, one functioning as a “doer” and the other as
a “helper”’. The doer performs a task or answers questions; the helper observes
and provides feedback and helping information. The doer is the student and the
helper takes on the role of a teacher. Later, the partners reverse roles.

Circle of Knowledge
A circle of knowledge "involves each student in thinking and discussing with a
peer before sharing ideas with a large group.”
Appropriate Assessment and Evaluation Techniques: In this curriculum, the circle
of knowledge method is used in the same manner as Reflective Discussion. To
assess student learning, teachers may wish to use the Anecdotal Record Form
for Reflective Discussion/Discussion/Circle of Knowledge as a data recording
method.

Cooperative Learning Groups

Cooperative learning groups "are heterogeneous with respect to student
characteristics and have two to six members sharing the various roles. Group
members are interdependent in achieving the group learning goal."
Appropriate Assessment and Evaluation Techniques: The self-evaluation
instrument My Group Skills or Performance can use.

Debate
Debate is an oral exchange of ideas through a specified structure. In
Saskatchewan, competitive debate is broken into 3 main styles: discussion,
cross-examination, and parliamentary. Each of these styles of debate depends
upon good speaking style, strong research skills, the ability to construct
argumentation and clash. Clash is directly arguing with the assertion of an
opponent.In Saskatchewan debate there are two teams. One is in favor of the
resolution and one is against it. The teams are composed of two people each.
Resolutions may be policy topics (which require debaters to suggest a specific
plan for change) or values topics (which require a discussion of fundamental
principles).

Discussion
Discussion begins with the selection of a problem or issue. This issue may or
may not have a particular solution. The problem or issue being discussed should
be "based on material familiar to students and should conclude with consensus,
a solution, clarification of insights gained, or a summary.”
Appropriate Assessment and Evaluation Techniques: It is the teacher's decision
whether discussion is assessed. Should teachers wish to evaluate discussion,
what is to be looked for must be determined and shared with students ahead of
time.

Interviewing
Interviewing, a meeting during which information is obtained by one person from
another, is an excellent means for students to gain an insight into another's
worldview. Effective on-line interviewing, like face-to-face interviewing, begins
with the development of basic skills and thorough preparation. Students may be
the interviewer or the interviewee, depending upon the skill set being developed
and the information sought.
Appropriate Assessment and Evaluation Techniques: A Student Self-Assessment
for Preparing and Conducting an Interview of the Templates for Assessment and
Evaluation.

Lab Groups
Lab groups are "cooperative learning groups in an experimental setting.”

Panels
Panels are "small groups that individually discuss an issue in front of the rest of
the class under the direction of a moderator.”

Peer Practice
Peer practice "involves each student rehearsing skills or conceptual information
with a peer."

Problem-Solving
Problem-solving, or problem-based learning, is a constructivist approach that
promotes student involvement and active learning. This instructional strategy
uses real-world problems as the organizational focus of student learning. In
problem-solving, students are self-directed learners while the teacher acts as
facilitator.

The ability to problem solve is a high level cognitive ability that is increasingly
important in society today.

The Process:1. Divide students into small groups.2. In a meeting between a

small group and the facilitator (teacher), the group is confronted with a real-world
problem. The facilitator provides only a small amount of information.3. The
students in the group identify and organize any existing knowledge about the
problem. The nature of the problem is to be determined.4. The students ask
questions of the facilitator to clarify the different facets of the problem.5. Once a
fuller understanding of the problem is achieved, the students, with the assistance
of the facilitator, will offer possible solutions. These solutions should be structured
as hypotheses: "If..., then..., because...." Such structure requires the students to
more fully explore the potential of possible solutions.6. The students will
recognize that more information is needed. As a group, the students must identify
the specific ideas that require research. The research tasks must be divided
among group members.7. Group members conduct their research, using a
variety of sources, as self-directed learning.8. When the research is complete,
new information is shared in the group. The problem is reconsidered in light of
the new information and the group subsequently decides upon the optimal
solution for the problem.9. All groups will share their problems and their solutions
with the class.10. The process is complete once the students have reflected their
learning as related to both the problem and the process used to solve the
problem.
Appropriate Assessment and Evaluation Techniques: Teachers may insert these
steps into a checklist, rating scale or anecdotal record template in order to record
student information. These steps become the criteria.

Role Plays
Taking on roles and interacting in groups actively involves students in learning
opportunities. By taking on a perspective other than their own, students begin to
appreciate the beliefs, wants and needs, and motivations of others while trying to
find creative and effective solutions to challenges.

Just as role playing may be done in a variety of ways in the traditional classroom,
so too are a variety of options available for on-line role playing. Role plays may
be highly structured by the teacher or may be of a more spontaneous nature.

Tutorial Groups
"Tutorial groups are set up to help students who need remediation or additional
practice, or for students who can benefit from enrichment. A tutorial group is
usually led by the teacher. Tutorial groups provide for greater attention to
individual needs and allow students to participate more actively. Peer tutoring
occurs when a student (the tutor) is assigned to help other students (the
learners). The roles played by teacher, tutor, and learner must be explained and
Appropriate Assessment and Evaluation Techniques: This method reflects the
organization of student groupings; therefore, teachers will need to choose
assessment techniques that are appropriate to the instructional method used. For
example, tutorial groups may be used with didactic questions. The teacher would
then reference the appropriate assessment techniques for didactic questions.