This document outlines various interactive teaching strategies for engaging students in the classroom, including strategies for individual, pair, and group work. It discusses 26 specific strategies such as polar opposites, concept mapping, jigsaw, role playing, and K-W-L charts. The strategies are meant to reduce teacher lecturing and increase student speaking, and can be used to work on listening, speaking, reading, and writing skills across various subject areas. The document encourages teachers to practice these strategies to improve student learning and engagement.

1. INTERACTIVE STRATEGIES
BY
ABBAS HUSAIN
DIRECTOR
TEACHERS’ DEVELOPMENT CENTRE

2. •My name is
……………………….
•I
remember………………….……
.

3. CELEBRATION OF LITERACY
My work over the last decade has
convinced me that without a language,
without words, without the human
capacity to dialogue there is little we
can hope for!

4. LET US LOOK AT SOME OF THE WAYS TO
BREAK THE TEDIUM OF CLASSROOMS!
For the teacher to talk less, there must
be a
STRUCTURED
way to make the children speak.

5. LET US NOW TOGETHER DO SOME ACTIVITIES
IN LEARN MORE…………………..

6. INSTRUCTOR ACTION: LECTURE
1. POLAR OPPOSITES
2. MAKE THEM GUESS
3. THE HALF CLASS LECTURE

7. REFLECTION

8. STUDENT ACTION: INDIVIDUAL
4. CONCEPT MAPPING
5. BUMPER STICKERS
6. CHAIN NOTES
7. PROFILES OF ADMIRABLE INDIVIDUALS

9. REFLECTION

10. STUDENT ACTION: PAIRS
8. TEACHER AND STUDENT
9. PEER REVIEW WRITING TASK

11. REFLECTION

12. STUDENT ACTION: GROUPS
10. JIGSAW (GROUP EXPERTS)
11. LECTURE REACTION
12. IMAGINARY SHOW AND TELL

13. REFLECTION

14. ICEBREAKERS
13. INTRODUCE YOUR PARTNER’S NON-OBVIOUS TRAIT
14. NAME GAME

15. REFLECTION

16. GAMES (USEFUL FOR REVIEW
15. PICTIONARY
16. TWENTY QUESTIONS
17. SCRABBLE

17. REFLECTION

18. STUDENT QUESTIONS
18. STUDENT QUESTIONS (INDEX CARDS)
19. STUDENT QUESTIONS (GROUP-DECIDED)

19. REFLECTION

20. ROLE-PLAY
20. JURY TRIAL
21. ANALYTIC MEMO
22. WHO AM I?
23. POWERPOINT PRESENTATIONS
24. BRAINSTORMING TREE
25. CHALK TALK

21. REFLECTION

22. MUTUAL DICTATION

23. REFLECTION

24. REFLECTION
•It is obvious that this is a fine practical
exercise for all four skills: Listening
Speaking Reading and Writing. Many other
benefits [e.g. grammar, spelling,
vocabulary] are also there, not least of
which is the saving of the teacher’s time in
marking the dictation!

25. RECIPROCAL TEACHING

26. RECIPROCAL TEACHING
Reciprocal teaching is a cooperative learning activity in
which students learn how to apply four strategies
systematically to text segments as they read:
•SUMMARIZING
•QUESTIONING
•CLARIFYING DIFFICULT OR CONFUSING PARTS
•PREDICTING WHAT WILL BE DISCUSSED NEXT

27. MODEL THE FOUR STEPS:
•Summarize the section briefly.
•QUESTIONER: Ask one or two words questions, to
be answered by anyone in the group.
•Clarify a difficult part by explaining in your own
words, giving an example, comparing the concept
to something more familiar, drawing a diagram, or
some other clarifying procedure.
•Predict what the next segment might be about or
what information it might contain.

28. REFLECTION

29. CLASSROOM BLACKBOARD
AS THINKING SPACE

30. REFLECTION

31. STRIP STORIES

32. REFLECTION

33. HERE IS THE ANSWER, WHERE IS THE
QUESTION?

34. •THIS STRATEGY REVERSES THE USUAL TASK OF THE
TEACHER...
AND AS YOU WILL AGREE… IT IS NOT EASY TO STOP
MAKING QUESTIONS!!!

35. REFLECTION

36. VENN DIAGRAM

37. VENN DIAGRAM: A COMPARING/CONTRASTING
STRATEGY

38. Characteristics of a
Frog
Similarities between a
Frog and a Toad
Characteristics of a
Toad
strong, long, webbed
hind feet that are
adapted for leaping
and swimming
smooth or slimy skin
Frogs tend to lay eggs
in clusters.
cold blooded
webbed feet
drink water by
absorbing water
through their skin
start out as tadpoles
and can be poisonous
stubby bodies with
short hind legs (for
walking instead of
hopping)
warty and dry skin
Toads tend to lay eggs
in long chains.

39. VENN DIAGRAM: A
COMPARING/CONTRASTING STRATEGY

41. REFLECTION

42. DIRECTED READING-THINKING
ACTIVITY (DRTA): A PREDICTING
STRATEGY WITH FICTION

43. REFLECTION

44. K-W-L
KNOW WANT TO KNOW
LEARNED

45. K-W-L
“What do you know?”
Brainstorm and generate ideas about the topic
“What do you want to know?”
Have students tell what they would like to
know about the topic
“What did you learn?”
Have students write down what they learned
and what they still need answered

46. K-W-L: A PREDICTING STRATEGY WITH
NONFICTION

47. REFLECTION…

48. INTERACTIVE NOTING SYSTEM
FOR EFFECTIVE READING AND
THINKING (INSERT)

49. REFLECTION

50. SUPPLY THE PHRASE

51. REFLECTION

52. WHAT'S THE ENDING?

53. REFLECTION

54. TEAM COMPREHENSION
QUESTIONS

55. REFLECTION

56. PUZZLING PARAGRAPHS

57. REFLECTION

58. WALL DICTATION

59. REFLECTION

60. MOVING BEYOND THE
TEXBOOK EXERCISES

61. WHY USE STRATEGIES?
REMEMBER:
You may be using some or all of these strategies
already. You just may not know it. However, as
you learn to read more complicated materials, you
WILL NEED to use these strategies purposefully.
SO PRACTICE!

62. IF YOU WISH TO IMPROVE YOUR ENGLISH
LANGUAGE SKILLS AS A TEACHER UNDER
OUR GUIDANCE
SEND US AN EMAIL:
onlinecourse.tdc@gmail.com

63. FAREWELL
Let me quote two parting thoughts from
The source of inspiration…. Yours and
mine…
One is by Jesus Christ:

64. You are the salt of the earth… but if
the salt were to lose its flavour,
wherefore would you salt it?

65. SAY: IF YOUR WATER WERE TO BE ONE MORNING LOST IN
THE GROUND
WHO WILL GET FOR YOU AGAIN FLOWING WATER?
----Sura Mulk 67:30
THE SAME THOUGHT IN THE QURAN

67. ABBAS HUSAIN
Teachers’ Development Centre
129-G Block 2 PECHS Karachi 75400
E-mail: info@tdc.edu.pk
Tel: 021-34310217/34313519
www.tdc.edu.pk