Interactive Methods

Notebook
By: Funanya Uchemefuna
LBS 400 & TED 407
Modeling

Purpose: Modeling provides students with the resource of visually or physically seeing an example of how an assignment should look
like. Students learn by being shown and through practice. This is an effective strategy that teaches a child how to do a task in a specific
way to promote safety and efficiency.

Procedure: Students will model the behavior or task exactly as you expect them to without the use of describing it to them. The teacher
will then ask the students what they noticed or observed. The students will then be able to model the same way you did. As the students
are modeling the task you gave them, the teacher will be going around coaching, providing feedback, and redirecting the students if they
were to go off task.

Scaffolding for Emergent Bilinguals: Students will be able to more efficiently comprehend instruction by relating it to the visual
example provided to them. These students will be able to grasp clear and effective mental images of what is expected of them. They will
do the analyzing themselves, which will strengthen their observational, analytic, and communication skills. Another helpful reason to
practice this method in the classroom is that it provides immediate opportunities for practice, so that they may gain development in their
expertise and proficiency of the procedure, skill, or instruction being taught.
Exit Slip

Purpose:Students are able to reflect upon what they learned and write down what they took away from the lesson. This will allow
students to see if they have met the objective for the day and check their progress.

Procedure: Students will be given a few questions to end the lesson or day with that reflect on what the student took away from the
lesson. Some other questions asked could be how confident they feel moving on to the next lesson, how they will use this new
information in the real world, and what the teacher could have done to provide more help. The slips will be collected by the teacher with
the students names on them depending on what the questions were asking. Once the students have turned in their exit slip they will be
dismissed to leave. The teacher will use the slips to improve their lesson, know to move on to the next lesson, or to go over the lesson
again in class the next time for the students better understanding.

Scaffolding for Emergent Bilinguals: This method is scaffolding for emergent bilinguals because it allows them to conteplate on what
was discussed today and be able to check their own progress in understanding. The teacher can then use this information and/or
feedback to further help the student and track their development. These students can also practice writing out what they learned in an
academic format.
Name Tags

Purpose: Name Tags are put in place to express that all names are important because it is an identifier for who someone is and what
they stand for. Teachers can also use this practice to learn students names properly and gage the type of person they are, background
knowledge they carry, or interests they have based on the symbols they use.

Procedure: Students are given a piece of paper and instructed to fold the paper vertically 3 times in the form of a tent. Once the paper is
folded students are then instructed to design their name in a creative manner with 3 symbols surrounding the name that represent
themselves. The students are then placed in small groups and share their names, how it’s pronounced, and talk about the 3 symbols they
put on their name tag.

Scaffolding for English Learners: The name tag teaching practice is scaffolding for emergent bilinguals because it allows them to see
that they have a voice in the class. These students can express their interests and/or prior knowledge relating to the symbols they drew
on their name tags. Emergent bilinguals will get to expose others to a piece of their cultural background, which will develop their
communication skills and compare their similarities and differences to other students’ cultures and languages.
Compare and Contrast Map

Purpose: Students will be able to remember key concepts and will help promote higher order thinking. Students will be able to improve
their comprehension because the mapping will place emphasis on important details, make conceptual ideas more concrete, and diminish
the perplexity between connected and/or similar concepts. Student’s writing skills will also be developed through the map being a
representation of an information organizer, which will bring clarity and precision to their ideas.

Procedure: Students will be given a compare and contrast worksheet that displays a graph or diagram. They will then jot down
characteristics or details that pertain to each topic listed on the compare and contrast worksheet. The students will then be placed into
small groups to discuss and compare what they jotted down on their maps and add any additional information they feel was missed.

Scaffolding for Emergent Bilinguals: These students will be able to learn how to connect ideas from sources such as two different
articles or prior knowledge from oneself or peers. The prior knowledge that an emergent bilingual has of their first language will allow
them to connect different words to their 2nd language for the purpose of seeing the differences and similarities. This information will
allow them to gain a better understanding of what is being taught by pulling from a familiar vocabulary. This method is also helpful for
emergent bilinguals by providing them with a visual to see the differences of a certain concept. This way they will be able to immerse
themselves in seeing what the quality differences and similarities are.
Thinking Map or Classifying Map

Purpose: This teaching practice allows all students to gain a better understanding of the concept being taught. Students will be able to
grasp the multiple details and ideas that come to form a bigger idea.

Procedure: Students will begin by writing down the main idea or topic being discussed in class. The students will then branch down by
writing down and circling subtopics and ideas related to the main topic. The subtopics written down will then be branched down into
more specific details. The map will keep branching down until all details of the main topic have been addressed.

Scaffolding for Emergent Bilinguals: Emergent bilinguals will be able to gain the skill of elaborating on a concept being discussed.
These students will be able to compare their own prior knowledge to that of the details derived from the main topic. These students will
be able to gain a deeper understanding of a theme or concept by analysing a text. This will develop their level of complexity in
comprehension.
Community Circle

Purpose: Students will be able to connect and interact with other students through sharing about themselves and their home life. This
will allow students to celebrate their differences and similarities.

Procedure: The teacher will count off students by 6 or less and then instruct the students to circle up according to the number they were
assigned. Once the groups have been placed students will have a discussion based on the prompts provided. Students will then regroup
as a large circle to share out their thoughts that have been previously discussed.

Scaffolding for English Learners: These students will be able to share their thoughts, opinions, and cultural backgrounds, therefore
seeing it as important. These students will be able to use their prior knowledge to incorporate into the curriculum and be able to expand
on what they already know. This will allow them to connect and be exposed to other students perspectives.
Ink-Pair-Share, Think-Pair-Share & Elbow Partners
Purpose: Students collaboratively work together to discuss and share responses with each other in order to promote a larger
development of critical thinking through exposure to multiple points of view.

Procedure: Students are provided with a topic, question, or relevant issue to think about and/or write down if instructed to do so. Time
will be laid out to for students to collect their thoughts. When the time has passed students will be instructed to turn to their “elbow
partner” and take turns sharing their thoughts on the topic at hand. Time will be alloted for the sharing portion of this practice. Once the
time has passed students will then independently think and/or write about if their thoughts have been confirmed or changed by their
“elbow partner”. The practice will conclude with a few students sharing their initial thoughts and comparing it to their final thoughts.

Scaffolding for Emergent Bilinguals: Emergent Bilinguals will be allowed to use their native language to write and speak when
sharing their ideas on the concept being discussed. These students will have the opportunity to expand their understanding within the
comforts of their own native language. This method will allow the students vocabulary to be expanded by sharing ideas, words that are
synonyms and explore different interpretations on the concept being discussed.
Gallery Walks

Purpose: The walks will give students a chance to practice their speech skills around a smaller audience and gain more ideas and/or
perspectives from their peers.

Procedure: Large sheets of poster paper with will be placed around the perimeter of the room. Each poster paper will have a different
question written on it. The amount will depend on how many questions the teacher wants to cover based on the current topic. Students
will be placed into a small group and assigned a poster question to attend to. Each group will have time alloted to discuss and write
down their thoughts on the paper. Once each group has completed their responses a few members of each group will stay at their current
post, while the other members of each group rotate counter clockwise to the next poster. The members that did not rotate will present
their thoughts on the question to the members that did. This rotation will proceed until all members are back at their original posters.
Then the members that did not present will take the place of the members that did and the cycle will continue until the rotation has
completed.

Scaffolding for Emergent Bilinguals: Students will gain the confidence to share in small group settings without fear of having to speak
in front of the whole class. This practice will help the students progressively get more comfortable presenting and gradually develop
their speaking and speech skills. The practice is also more engaging for students to be personable and learn new ideas and perspectives
from one another.
Travelers and Talkers

Purpose: To be able to get students to share their work progress or thoughts during an academic activity. The student will be able to
engage with their peers and share their thoughts or ideas on the topic being discussed through verbal communication. The talkers will be
able to reflect on their process of work and think of how it can be made better through suggests or different points of view from the
traveler.

Procedure: The class will be divided into “talker” and “travelers”. The “talkers” will stay at their seat, while the “travelers” are given
instructions to go find a “talker”. The “talkers” will spend 2-3 minutes sharing the information they found or thoughts about the topic
being discussed. Once the time has ended the “travelers” will then have 2-3 minutes to share their suggestions, questions, or opinions.
These suggestions/questions can be written down on a post-it provided if instructed to do so. When the time has passed the “travelers”
will go to their original seats and the “talkers” will travel to the “travelers” side and the routine of sharing thoughts, findings or
suggestions will commence until every student has shared a suggestion or comment at least once.

Scaffolding for Emergent Bilinguals: Emergent Bilinguals will have the opportunity to write and share their thoughts verbally for
language practice. These students will also be able to slowly gain the confidence in speaking because they will be placed in a personal
setting, instead of having to speak to an entire class. This practice of speaking in a personal setting to their peers will give them practice
into developing their languages academically.
Gallery Walk with Travelers & Talkers

Purpose: The purpose of this method is to get all students to collaborate with their peers and discuss their prior knowledge, observations
and/or experiences. This will allow all students to gain different perspectives and ideas from their peers..

Procedure: Students will share their written reflections with a small group that has been assigned. For each group a poster will be
created displaying four sections that talk about the key experiences each student had. The groups will be divided into travelers and
talkers. The traveler groups will move to a talker group and present their poster for about 3-4 minutes to the traveler group. The travelers
will then ask question and comment on experiences for 2 minutes. This routine will be repeated about 4 times. The class will then come
together to have a class discussion about what they heard and/or learned.

Scaffolding for Emergent Bilinguals: This method is scaffolding for emergent bilinguals by giving them the opportunity to talk about
their prior knowledge, which allows them to see their funds of knowledge as an asset. This method also gives these students the practice
they need to discuss with their peers and develop their communication skills in another language.
Close Reading with an Image

Purpose: The purpose is to be able pre-assess what students know and allow them to also assess their own learning by seeing how well
they understand certain readings. The small groups will allow students to come together and enhance each others comprehension of a
text using multiple perspectives of understanding.

Procedure: Text(s) will be provided to students. Teacher will read the text(s) aloud. Students will then circle the words they feel are
unfamiliar to them and choose which words to define. The students will then silently reread the text(s) and annotate the information they
found intriguing or confusing. Students will then be given questions relating to the text(s) called “text-dependent questions” and placed
in small groups to discuss their responses. Each small group will be instructed to share their responses to the entire class.

Scaffolding in Emergent Bilinguals: This allows students and the teacher to assess what the student knows and what they don’t. The
text chosen allows for an opportunity for students to be engaged and intrigued by the information they are reading. Students will able to
improve their annotational skills by circling words they do not understand from the text. The pictures allow emergent bilinguals to
visualize what the text is saying and get a better understanding of the words they are not familiar with by using context clues from the
image. The image will end up building students academic literacy.
Say, Mean, Matter

Purpose: Students are able to develop skills of interpretation. They will be able to read texts on different levels and infer what the text
means and what matters or is most important to take away.

Procedure: Students will be given a worksheet with a diagram that sections off 3 parts. One for “say”, “mean” and “matter”. Then the
students will have to pair up with their elbow partners and discuss the text either given or choose a portion of a text that stood out to
them. They will then analyse what the text meant and jot down their own interpretations of the text. In the “matter” section students will
write down why the text and how they interpreted it mattered to them. They will discuss what important information to pull from text
and different interpretations that a text can have.

Scaffolding for Emergent Bilinguals: This activity is scaffolding for emergent bilinguals because it allows these students to be able to
practice their deeper understanding of text by being able to “read between the lines” and infer what an author is trying to say. These
students will be able to practice their comprehension skills and draw on what they got from the text then be able to dig deeper to gain
another complex level of understanding. The worksheet gives the students practice in writing academically, while the elbow partners
allow the students to practice their oral skills when expressing their interpretation of a text.