The Interactive LectureLecture that is infused with individual, pair, or small group activities

PurposeEngage studentsAllows students to apply knowledgeProvides repeated opportunity to practiceHeightens student understanding of lecture materialAllows the instructor to assess student knowledge of content

Cooperative Group Activity Group Selection StrategiesNumber of Participants Total Number of Groups in ClassGroup Topics of FocusMember Selection StrategiesPlaying CardsMajor of StudyNumbers/Colors

Cooperative Learning StructuresBasic StructuresThree-step-interviewRoundtableStructured Problem SolvingThink-Pair-ShareVisible QuizStand Up and ShareAdvanced StructuresValue LineSend/Pass a ProblemJigsawPaired Annotations

Three-Step-InterviewUsed as an ice-breaker for teams or as a way to reinforce important conceptsInstructor assigns roles and presents questions or information that needs to be “found”Students work in pairsStep 1: Student A interviews Student BStep 2: Student B interviews Student AStep 3: Student pair then shares with another pair (4 students total) their findings of the interview

Three-Step-Interview Applied Academic Function Can be used to assess student reactions to materials read, to evaluate information, to determine whether students understand material presented or homework assigned from previous classSocial Function Builds active listening skillsand interaction with other students

Three-Step-Interview ExampleHospitality classScenario: You have overbooked for the evening, a confirmed guest arrives at the hotel and there is no room available for the guest. The guest must be walked to another hotel. Question Posed to Students: What procedure would you follow and why?

RoundtableAllows students to brainstorm, review, or practice a skillMaterials needed: Paper and pen/pencilStudents respond to a question or problem by writing their response as they express their ideas aloud to the group Paper is passed to the left and next student responds likewiseProcess is repeated until all group members have provided a response

Roundtable Applied Academic Function Effective to reinforce ideas or to provide the foundation for a discussion Assess prior knowledge, practice skills, recall information, analysis of ideas, critical thinkingSocial Function Builds positive interdependence among team members, listening

Roundtable Example ActivityCurrent EventsInstructor Directive: Students are to read several articles on various kinds of terrorismActivity: Students are asked to brainstorm the attributes of terrorism in a group using the roundtable structure to record and present information

Structured Problem SolvingInstructor poses a question or problem to students which requires higher order thinking skills.Students discuss the question or solve the problem in their group consisting of four members (each student is designated a number 1-4). Instructor calls a number (1-4) and asks that group member to be the spokesperson to share the group findings. (Generally 3-6 groups are asked to share to avoid repetition).

Structured Problem Solving AppliedAcademic Function Promotes problem solving, critical thinking, and decision making; allows for verbalization of ideas and application of concepts. Social Function Allows students to work cooperatively to solve problems and to actively listen in a group setting

Structured Problem Solving Example Activity Early Childhood EducationScenario: Suppose that two young children in your classroom are having difficulty socializing. They continually fight over toys, push in lines and vie for attention with the other students. Student Activity: What is the problem? How can the problem be solved with the children’s input? What would you do and why?

Think-Pair-ShareInstructor poses a question to the class which usually involves evaluation, analysis, or synthesisStudents are given approximately 30 seconds to think about the posed questionStudents are then paired up with another student to discuss their thoughtsThe student pair share their collective thoughts with the class

Think-Pair-Share Applied Academic Function Generates hypothesis, inductive and deductive reasoning, and application of concepts to real situationsSocial Function Participation, listening, and communication skills are strengthened

Think-Pair-Share ExampleHealth OccupationsInstructor Question to Student: Does the term sterile refer to an absolute? Activity: Students will use the think-pair-share structure to independently ponder the question, discuss their thoughts with the group, and share with the entire class their determinations about the question posed.

Visible QuizStudents in groups discuss the appropriate response to quiz questions (typically displayed on an overhead projector).Students are divided into teams. Each team has a set of large cards with the four letters that correlate to the multiple choice answers (typically a-d) and the letters “T” and “F” for true and false responses.At a given signal, one person from each team displays the letter representing the team’s response to the quiz question. The instructor provides the correct answer and may call on groups to explain their rationale for the answer that they provided.

Visible Quiz AppliedAcademic Function Provides both the instructor and the students with immediate feedback on learningSocial Function Peer coaching takes place as the team members discuss each question*Examples may vary

Stand Up and ShareA report-out method that should be rapid and energetic. It works best when students have completed an activity, such as Roundtable, that lends itself to single statement summaries.The instructor calls on a group member by his identifier (i.e. number twos). Each team’s designated group member responds with one response in a round-robin fashion. (A second round may be required depending upon the group size and the response question).

Stand Up and Share Applied Academic Function Effective to reinforce ideas or to provide the foundation for a discussion Assess prior knowledge, practice skills, recall information, analysis of ideas, critical thinkingSocial Function Builds positive interdependence among team members, listening *Examples may vary

Value LinePresent an issue or topic to the group and asks each member to determine how they feel about that issue on a scale of 1-5 with one being strong agreement and 5 being strong disagreement.Form a rank ordered line and number the participants from one up (from strong agreement to strong disagreement).Form groups of 4 by pulling one person from each end of the value line and 2 people from the middle of the group.* This Value Line structure allows students to express their opinions by simply standing in the appropriate line. It also allows the instructor to form groups that are heterogeneous (have differing opinions) for a discussion.

Value Line AppliedAcademic Function Analyzing other view points, evaluation information, making decisions, thinking criticallySocial Function Learning to listen and respect the viewpoints of others

Value Line ExampleTopics that may be used in the value line structure:The U.S. made the correct decision when it invaded IraqThe government should support stem cell researchThe killing of innocents is never justified

JigsawEach member of a team is assumes responsibility for a specific part of a problem. They are responsible to master their portion of the assignment and teach it to their fellow team members. Group members break out and join members from other teams who are assigned the corresponding topic. The focus group work together to solve the various portions of the “puzzle.”The students return to their home teams and each member turns his/her portion of the assignment and teachers the other group members about the topic.Each student’s part is essential to the completion of the final project.

Jigsaw AppliedAcademic Function Encourages listening and engagement, and acquisition and presentation of new material, review, and informed debateSocial Function Interdependence, status equalization, encourages empathy

Jigsaw ExampleU.S. HistoryClass is divided into 5 or 6 groups Each group member is assigned a role of research regarding WWIIMember 1: Research Hitler’s rise to power in pre-war GermanyMember 2: Research concentration campsMember 3: Research the British role in the WarMember 4: Research the Russian role in the confrontationMember 5: Study Japan and its entry into WWIIMember 6: Research the development of the atomic bomb

Jigsaw Example continuedIn each of the groups, the assignments are distributed to students in the same way. Once research is complete, students will meet with students from other groups who had the same assignment as they had.Each team of “specialists” will share their research and findings adding to their understanding and making them “experts” on their topic.

Jigsaw Example continuedThe “experts” return to their original (jigsaw) group and educate the other group members about the topic.Once each “expert” has taught the group about their topic, the entire group has learned about the topic of choice (WWII).

Paired AnnotationsA pool of articles focusing on a specific topic are identified or students may select their own articles.Students work individually to prepare a reflective commentary on one of the articles. They use a double-column format and cite key points exerted from the source on the left side and reactions, questions, commentary and connections on the right.Students return to class and are randomly paired with another student. The two partners read one another’s commentaries and make comparisons. They then prepare a composite annotation summarizing the article with their shared thoughts; a presentation may be given to the class if time permits.

Paired Annotations AppliedAcademic Function Metacognition (reflect on individual thinking skills), compare their thinking with that of another students, build critical thinking and writing skillsSocial Function Cooperation, interdependence

Paired Annotations ExampleHealth Articles should be researched that address a topic under discussion in class. The students should be asked to compare and contrast the information contained in the article with what they have learned in class. The two-column response should be completed by the individual student and a composite annotation should be provided by the student pair for instructor evaluation.

Send/Pass a ProblemStudents are grouped by the instructor using the group selection methods noted previouslyEach group member generates a problem and writes it down on a note-cardEach member of the group then asks the question to other membersIf all group members agree on an answer, the answer is written on the back of the card. If there is no consensus on the answer, the question is revised so that a consensus may be reached

Send/Pass a Problem Applied Academic Function Discuss and review material or potential solutions to problems related to content information Social Function Working cooperatively, interdependence

Send/Pass a Problem ExampleLeadershipScenario: You are the new boss in a facility whose members are set in their ways. They have seen folks come and go. You ask a worker in to discuss how she can improve her efficiency and bring her in line with department changes. She listens and says “Thanks, but no thanks. I’ll keep doing things my way. Will that be all?” Student Activity: 1.) What do you do? 2.) Why is feedback important for a leader? 3.) You want to bring innovation to your company. What are you first steps? 4.) There can be only one leader in an organization. Respond to that statement.

Example Cooperative ActivityParticipants will be grouped based on the playing card received upon arrivalScenario provided to groups Roundtable/ Stand and Share Structure exemplified

Interactive Lesson Plan Four-hour Lesson formatIntroductionLessonSummarySample Interactive Lesson Plan Incorporating content into the structure to form an activityConnecting the activity or group of activities into a lesson or unit plan

Sample Interactive Lesson Plan

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