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Todays Goals / Objectives Content Objectives I can provide effective interaction to help all of my students learn at higher levels. Language Objectives: Work effectively in a group to answer FAQs about interaction.

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Interaction SIOP Component 5

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1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice & Application 7. Lesson Delivery 8. Assessment & Feedback Sheltered Instruction

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School is a place where young people go to watch old people work. John Goodlad

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A long time ago, there was no such thing as school, and children spent their days learning a trade, a phrase which here means standing around doing tedious tasks under the instruction of a bossy adult. In time, however, people realized that children could be allowed to sit, and the first school was invented. Lemony Snicket

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F16 - Frequent opportunities for interaction / discussion Research shows that classes are characterized by excessive teacher talk (99) When students were asked to respond, it was usually only simple recall statements Students learn more when participating fully, discussing ideas/information (102) ELs need the most opportunities to practice using English language Encourage elaboration what do you mean by, What else(103)

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In many schools, ELs are grouped in low ability groups regardless of ability. In low groups, teachers talk more; ask lower-level questions; cover less; spend more time on skill and drill; provide fewer opportunities for leadership & independent research; encourage more oral than silent reading; teach less vocabulary; allow less wait time; spend twice as much time on behaviors F17 Group Configurations

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Structure 1: Round Robin 1.Preview pages 12-13 of chapter 1, Frequent Questions. 2.Select 4-5 questions that your group is most interested in and assign these to individuals in your group. 3.Have each person read the passages that answer the questions assigned. 4.As a group, give each person a group role card. 5.Each person will now 1) summarize the answer to the question they were assigned while also 2) completing the task assigned to their role.

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Paraphrase and summarize what another member said. Maintain/ encourage extended sharing: (uh-huh, yeah, right, hmmm) Make sure all members participate. Validate (praise) anothers ideas. Keep the conversation on topic. Encourage speaker to back up claims with evidence. Connect discussion to real- world and student life. Build on what another member said. Offer different perspectives. Ask key questions. Ask for elaboration, explanation, examples, & clarification. Use active listening strategies (nod, make eye contact, take notes).

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Characteristics of Effective Interaction Structures 1.Organizes Classroom Instruction A structure is a strategy that describes how teachers and students will interact with curriculum. 2.Is Content-Free and Repeatable Structures are not tied to any specific curriculum but can be used repeatedly to create new learning experiences in ANY class (WITH current lesson plans!). 3.Implements the Basic Principles of Cooperative Learning (PIES) the inclusion of PIES is what makes cooperative learning truly effective.

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P I E S Positive Interdependence Question 1: Are students on the same side? Question 2: Does the task require working together? Individual Accountability Question 3: Is individual, public performance required? Equal Participation Question 4: Is participation approximately equal? Simultaneous Interaction Question 5: What percent of students are overtly interacting at once?

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1.To the extent possible, students are seated in teams of four. 2.Teams of four allow pair work (face partners, shoulder partners not diagonal partners) 3.Teams of four increase variety. How are students grouped?

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1.Heterogeneous teams are recommended for stable based teams. 2.The heterogeneous team is mixed in achievement level, gender, and ethnicity. 3.Heterogeneous teams maximize the potential for cross-ability tutoring, positive race relations, improved gender relations, and efficient classroom management. How are students grouped?

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AA BB Face Partners LM L H HM 1 4 3 2 Shoulder Partners

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Teacher A Traditional Instruction Teacher B Group Work Teacher C Structures (Cooperative Learning) Achievement Gains Social Skills Required Participation Active Engagement ManySome All None Q&A: Some Some Guided Practice: All Teacher A, B, C Comparison For each box, Which students benefit?

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Efficiency in Action Simultaneous Interaction Increases Engagement and Participation StructurePercent Actively Engaged at Once Student Participation Time Per Hour Whole Class Q & A RoundRobin RallyRobin 1 in 30 (3.33%) 1 in 4 (25%) 1 in 2 (50%) 2 minutes per student 15 minutes per student 30 minutes per student

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Efficiency in Action Time for Three-Minute Student Presentations StructureRequired Class Time Student Presentation Student Presents to class. Timed RoundRobin Student presents to teammates. Timed Pair Share Student presents to partner. 90 minutes 12 minutes 6 minutes

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Rationale for Cooperative Learning 1.Cooperative learning appeals to students because they are social, enjoy working with their peers, and need and like to move. 2.During 2009-10, 32% of referrals at Eagle Rock were caused by students who were trying to get peers attention and 24% were by students trying to avoid individual tasks / activities. 3.After 1 years of implementing cooperative learning at ER, only 8% of referrals are currently motivated by getting peers attention and 18% by avoiding tasks.

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Benefits of Cooperative Learning 1.Fun, active engagement 2.Stimulating the brain 3.Everyone has a role 4.Time flies 5.Active not passive 6.Fewer discipline problems 7.Increased self-esteem 8.Sense of belonging / community 9.Better use of time 10.All students learning from one another 11. Improved social skills 12. Generation of more ideas 13. Employment skills: communication, interpersonal skills, teamwork, analytical skills, flexibility, adaptability, 14. Leadership skills: respect, kindness, responsibility, citizenship, 15. Improved race relationships.

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Assigning Grades in a Cooperative Learning Classroom

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Dont assign Group Grades. Why? Group grades tell us little or nothing about individual students. Group grades undermine motivation. Group grades dont provide good feedback. Group grades are a poor method of communication to parents, scholarship committees, employers, etc.

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Dont assign Group Grades. Why? Group grades convey the message that grades are partially a function of forces entirely out of students control. Group grades are not fair. Group grades create resistance to cooperative learning.

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Dont assign Group Grades. Why? Group grades could be challenged in court. Group grades fail to certify students correctly for advanced or remedial courses. Group grades violate individual accountability.

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Test Alone. LEARN TOGETHER.

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The Big Five Structures 1. Organize Classroom Instruction 2. Content-free and Repeatable 3. Implements the basic principles of cooperative learning (PIES) Please refer to the handout: 1.Rally Robin 2.Timed/Pair/Share 3.Rally Coach 4.Stand up hand up pair up 5.Round Robin

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Start with very simple structures like RoundRobin, RallyRobin, and Timed Pair Share When you are really comfortable with one structure, begin using a second structure. Build these in to already existing lesson plans.

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Each E-log should clearly reflect the last class session. Points may be earned for the following: Details about *Case Study Student BLUE font (2 pts). Successes / Aha Moments GREEN font (2 pts). Reading, Writing, & Talking Activities in class PINK font (2 pts). Use of Differentiation Strategies ORANGE font (2 pts). Use of Cooperative Learning / Interaction PURPLE font (2 pts). Academic Vocabulary Instruction BROWN font (2 pts). Strategic Efforts to build community among your students BLACK font (2 pts). Obstacles/Questions for Instructor RED font (0 pts). Implement effective cooperative learning with your students. Try the Big Five structures. Review the rest of the questions that your group did not discuss.