Interaction
SIOP Component 5
Today’s Goals / Objectives
Content Objectives:

Know four features of SIOP component,
Interaction:
◦
◦
◦
◦

F16
F17
F18
F19
-
Frequent opportunities for interaction
Group configurations
Wait time
Key concepts clarified in L1
Understand fair grading in cooperative learning
classrooms
Language Objectives:

In small groups, read and discuss answers to
frequently asked questions about effective
interaction / cooperative learning.
Sheltered Instruction
1. Lesson Preparation
5. Interaction
2. Building Background
3. Comprehensible
Input
4. Strategies
6. Practice & Application
7. Lesson Delivery
8. Assessment & Feedback
Interaction
“School is a place where
young people go to watch old
people work.”
John Goodlad
“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
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)”

F17 – Group Configurations

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
In cooperative learning, we
encourage interaction and we
need a signal to get students to
refocus on the teacher.
1.Raise
hand
2.Focus fully on me – I need your eyes
and ears – no talking, no working
3.Signal others
Characteristics of Effective
Interaction Structures
1.
2.
3.
Organizes Classroom Instruction – A structure is a
strategy that describes how teachers and students will
interact with curriculum.
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!).
Implements the Basic Principles of Cooperative
Learning (PIES) – the inclusion of PIES is what
makes cooperative learning truly effective.
Positive Interdependence
P
I
E
S
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?
Team Building:
creates enthusiasm, trust, and mutual
support, which in the long run, leads
to more efficient academic work.
On your own, rank each of the adjectives on the
“How Do You Most Want to Be?” card (10-29). 1
= what you most want to be and 10 = what you
least want to be.
2. After each person has finished ranking, they will
be given two minutes to share with the group.
1.
How are students grouped?
1.
2.
3.
To the extent possible, students are seated in
teams of four.
Teams of four allow pair work (face partners,
shoulder partners – not diagonal partners)
Teams of four increase variety.
How are students grouped?
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.
1.
A
HM
B
1
2
3
4
Face Partners
A
LM
Shoulder Partners
Shoulder Partners
L
Face Partners
B
H
Teams of Four....(7.2-4)
Allow Pair Work
 Avoid Odd Man Out
 Increase Variety

Remember:
1. Social skills /
Behavior
2. Special needs
3. Gender
4. Ethnicity
5. Socioeconomic
backgrounds
6. 2nd language
Four ways to group students:
1.
2.
3.
4.
Heterogeneous – For most cooperative learning
Homogeneous
Random
Student Selected
Write down the characteristics of teachers
that are “traditional,” those who use
“group work” and those who use
“structures / cooperative learning.”
 After writing your responses, take turns
responding orally. in RoundRobin,
students take turn in their teams.
 To start the RoundRobin you need to know
who will share first.

Teacher A
Traditional
Instruction
Teacher B
Group Work
Teacher C
Structures
Achievement
Gains
Many
Some
All
Social Skills
None
Some
All
Required
Participation
Q&A: Some
Some
All
Guided
Practice: All
Some
All
Q&A: Some
Some
All
Guided
Practice: All
Some
All
Active
Engagement
(Cooperative
Learning)
Teacher A, B, C Comparison
For each box above answer the question, “Which students benefit?”
Efficiency in Action
Simultaneous Interaction Increases
Engagement and Participation
Structure
Percent Actively
Engaged at Once
Student Participation
Time Per Hour
Whole Class Q & A
1 in 30 (3.33%)
2 minutes per student
RoundRobin
RallyRobin
1 in 4 (25%)
15 minutes per student
1 in 2 (50%)
30 minutes per student
Efficiency in Action
Time for Three-Minute Student
Presentations
Structure
Required Class Time
Student Presentation
Student Presents to class.
90 minutes
Timed RoundRobin
Student presents to teammates.
12 minutes
Timed Pair Share
Student presents to partner.
6 minutes
Rationale for
Cooperative Learning
1.
2.
3.
Cooperative learning appeals to students because they
are social, enjoy working with their peers, and need and
like to move.
Last year, 32% of referrals at Eagle Rock were caused by
students who were trying to get peers’ attention
24% were by students trying to avoid individual tasks /
activities.
Benefits of Cooperative
Learning
Fun, active engagement,
Stimulating the brain,
Everyone has a role,
Time flies,
Active not passive,
Fewer discipline problems,
Increased self-esteem,
Sense of belonging /
community,
9. Better use of time
10. All students learning from
one another
1.
2.
3.
4.
5.
6.
7.
8.
Improved social skills,
Generation of more ideas
Employment skills:
communication, interpersonal
skills, teamwork, analytical
skills, flexibility, adaptability,
14. Leadership skills: respect,
kindness, responsibility,
citizenship,
15. Improved race relationships.
11.
12.
13.
Assigning Grades in
a Cooperative
Learning Classroom
Don’t assign Group Grades.
Why?
Group grades tell us little
or nothing about
individual students.
Group grades
undermine
motivation.
Group grades are a poor
method of communication
to parents, scholarship
committees, employers,
etc.
Group grades don’t
provide good
feedback.
Don’t 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.
Don’t 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.
Learn Together.
Test Alone.
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
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.
Last Structure of the Day:
Fan and Pick
Cut out the flash cards on the yellow card stock.
2. Mix up the cards and place them in a pile.
3. Person 1 holds and fans out the cards
4. Person 2 picks a card & reads the question
5. All students search the text to find the answer
6. Person 3 answers the question.
7. Person 4 verifies that the answer is correct.
8. Switch roles each time you answer a new
question.
9. Stop after ___ minutes.
1.
“Talent wins games, but
teamwork and intelligence
wins championships.”
Michael Jordan
Each E-log should clearly
reflect the last class
session. Points may be
earned for the following:



When you get a chance,
take a cooperative
learning workshop
taught by the district’s
instructional coaches. It’s
great information and
makes teaching even
more fun!
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Case Study Student – BLUE
font.
Successes / Aha Moments –
GREEN font.
Student “data” for use in
instruction– PINK font.
Differentiation Strategies –
ORANGE font .
Cooperative Learning /
Interaction – PURPLE font.
Academic Vocabulary– BROWN
font.
Building Community– NAVY
font.
Obstacles/Questions– RED
font.