Structured Student Interactions
Definition:
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Opportunities/tasks that are purposefully planned by the teacher for supported and
accountable language production during a lesson . .
In order for a task to be effective in developing academic language, teachers need to be
sure that it is a highly generative task,:one that is both interesting and lends itself to
inquiry, discussion, and consensus
Ideally, students engage in structured interactions frequently so that it becomes a part of
the classroom culture or routine (ie.chunk and chew; 10/2; connects to gradual release of
responsibility)
Partner activities (as opposed to group activities) offer students the greatest opportunity
and frequency of language production Structured interactions optimally occur within a
general three-step framework (TPS)
o 1.individual think time (Very important piece that is often overlooked),
o 2.paired sharing/discussion
o 3. reporting conclusions to larger group. (This sharing out piece could be evidence
for the day’s learning target)
Purpose :
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Increase student achievement by getting students to actively process information and
engage with the content ( When students talk “math”, they are learning math)
Provide a safe environment in which students willingly take risks while appropriating
new vocabulary and concepts
Enable students to learn from and constructively correct one another when
misconceptions occur
Requirements:
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Students are academically ready for the task (which optimally provides multiple entry
points for students with various ability levels)
Norms should be pre-determined and taught so students are aware of their roles
Roles are alternated so that every student can express their thinking orally and/or in
writing
The task and expected outcome(s) should be clearly communicated
Ideally, sentence frames and key vocabulary are provided to assist students’ academic
language production
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Partner activities: (this is only a partial list of activities that can be done with minimal preparation)
 Sage and Scribe
 Rally Coach
 Pairs Check
 Three-Step Interview
Group activities
 Fan N Pick
 Numbered Heads Together
Structured Student Interaction in the Classroom
Sage and Scribe ; Rally Coach; Pairs Check , Three step Interview are very similar and relatively easy
structures to set up with your students in pairs. Fan N Pick and Numbered Heads Together for groups of 4.
Preparation can be minimal:
o Key vocabulary and sentence frames are posted somewhere.
o Students use their own paper or white board to complete questions, connect ideas, or justify arguments
in complete sentences on a separate piece of paper.
o Summary statement/poster connected to the learning target is produced by students and reported out.
The reporting can be done to other pairs while teacher monitors and listens. Teacher calls on students
he/she may not have heard while monitoring to report out to class (these are checks for understanding
which can provide evidence of whether the learning target has been met)
Preparation can be more structured:
o Use pre-made templates
o Provide copies of cloze sentences for students to complete
o Prepare mix and match activities
o Prepare problem cards for Fan N Pick activities
o Copy textbook resources already designed for vocabulary, English Learners and Special Ed
Sage and Scribe:
o Student A (sage) explains to student B (scribe) how to solve answer a question or approach and activity.
o Scribe writes only what the sage says, but may ask clarifying questions, or suggest additional ideas.
o Partners switch roles for the next item.
Rally Coach
o Student A responds to an issue while Student B coaches/praises (provides help as needed)
o Students switch roles for the issue.
Pairs Check (Like rally coach but expands the structure from a paired activity to a group of 4)
o Student A responds to an issue while Student B coaches/praises (provides help as needed)
o Students switch roles
o After every 2 items, pairs check their answers with another pair, discussing additional issues if their
responses do not agree.
Three-Step Interview: (can be expanded to a group of 4) (Teacher provides the topic: ie. answer to essential
question ; what did you learn from today’s lesson? which homework problem was most difficult?)
o Student A “interviews” Student B
o Students switch roles
o Student A reports on Bs response; Student B reports on A’s response to the rest of the “team” (whole
class or another pair)
Fan-N-Pick: (Teacher prepares sets of cards with questions and students have numbered answer sheets to
answer the question chosen (to lessen preparation time, reuse numbered cards and then have students do the
questions that correspond to that number in the textbook or other material)
o Teammates play the “card game” to respond to a question.
o Each teammate has a role that rotates with each new question:
o Student 1 Fans the cards- Student 2 Picks and reads the question- Student 3 responds to the question
out loud, others write the responses- Student 4 Tutors or praises
Numbered Heads Together: Teacher counts off students 1-4 in each group
o Students individually work out question/answer own question,
o The group puts their heads together to ensure all team members have an agreed upon response.
o Teacher calls a number and students in each group with that number stand and share their responses.