1. Interactive Strategies
in the Classroom

2. Today’s agenda:
Differentiation introduction
Quick Write
Interactive Strategies
Overview, directions and ideas for each strategy
Practice each strategy
How would you use the strategy in your classroom- Share out
Lesson plan
Exit Ticket

3. What is Differentiation?
Attending to the different needs of different students simultaneously in order to provide them with the tools necessary to access the content
Meeting students where they are individually and taking them to where they need to be
Differentiation does not mean having different objectives for different students. It is important to have the same general goal for all students. What they do to get to the point of meeting those goals will be different.

4. When and why should we differentiate?
Different students have different learning styles and different proficiencies, but they all need to learn the same material and they all need to develop their language.
It should be used whenever possible!

5. Teachers respond to student diversity (e. g
Teachers respond to student diversity (e.g., learning styles, language proficiency levels, personalities) by differentiating during the:
Content
Process
Product

6. Differentiating Content
Presenting new information for all to understand
Chunking new information so it is more easily processed
Presenting ideas through auditory and visual means
Providing students with reading materials at different levels

7. Differentiating Process
Providing different levels of scaffolding for students to practice and apply the content
Word banks
Sentence stems
Assignments that are chunked into smaller parts
Varying length of time students have for task completion
Opportunities to work with a partner
Translations when possible and appropriate

8. Differentiating Product
Adapting ways students show they understand the content and how you grade their work
An interview, letter, or skit about a historical figure
Providing students with options depending on preferred learning style
Differentiated rubrics

9. Quick Write
What are your personal goals for this conference today, specifically this session?
2 minutes

10. Interaction Strategies allow for…
-Collaboration among peers
-Discussion
-High levels of student engagement
-Builds vocabulary
-Make learning fun

11. As we go through each interactive strategy, you can fill in information and examples of where and how to use it in your classroom.

12. Alphabet Soup (vocabulary)
Students are in group of 4-5.
Each student is assigned A-E. Each letter (A-E) has a different task.
The vocabulary words are scrambled and given to the groups
A- cuts the scrambled letters out
B- sorts the letters to make the word
C- glues
D- defines the word (optional)
E- checks the spelling and definition
-- This keeps every student accountable for participating and helping their group

13. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

14. Brain Dump
This can involve any topic. It can be used for APK or post assessment.
Usually done in groups or individually.
On chart paper, dump all of your knowledge about the subject onto a piece of paper. It can be a brief thought or drawing. Anything related to the subject is ok to add to the brain dump.
This is very useful as a test taking strategy for students. When their test begins they dump all their knowledge about their EOG onto their scrap paper.

15. Brain Dump Differentiation Interactive Strategies
In your groups, using the anchor chart paper and markers, free write, jot and sketch…..
Differentiation
Interactive Strategies

16. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

17. Carousel Problems are posted around the room.
Students carousel around the room to answer them. This is usually done independently.
Suggestion- A game board with answers could also be projected on the board. When students answer a problem, they check to see if their answer is on the board. If not, their answer is wrong and they need to retry the problem. Do not put the question number with the answer.
Students can word in groups. Each group is assigned a different color marker. They mark off the answer when they answer it correctly.

18. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

19. Clock/Appointment Buddies
Students draw a circle on their paper and label it as a clock.
I usually only label 12, 3, 6, 9.
Students have a few minutes to find one partner for each time. So they’ll have a 12 o’clock partner, 3 o’clock partner etc
It is imperative that the partners have each other’s name down on the same time
Assign different problems or tasks for students to work on with their specific time partner.
I use this to go over problems they’ve
already answered as well as working
problems out together. 12 6

20. Clock/Appointment Buddies
-Draw a circle
-Label 12, 3, 6, 9
-You have 2 minutes to find one partner for your appointments.
When you have all four appointments, go back to your seat.

21. Pair up with your 3 o’clock appointment and find a spot in the room to work
With your partner, answer the following questions…..
1. What always runs, but never walks, often murmurs, never talks, has a bed, but never sleeps, has a mouth, but never eats?
2. You leave home, make three left turns, and return home where you find two men wearing masks. Who are they?

22. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

23. Fan and Pick Student 1- fan the paper out Student 2- pick a paper
Various questions/problems/words are on strips of paper.
Students work in groups of 4.
Number each student 1-4.
Student 1- fan the paper out
Student 2- pick a paper
Student 3- answer the question on the paper
Student 4- check their answer (agree or disagree)
Students rotate roles after each question. This way each student gets to work in each role
Word Problems, answer questions after reading a passage, social studies facts

24. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

25. Four Corners Around the Room
You can use this activity to introduce a topic to your class, or to let students share their knowledge about a topic.
Choose a topic that has four possible dimensions and assign one dimension to each corner of the room.
For example, the topic might be food resources. The corners could be labeled (1) cleared land, (2) forest, (3) river, and (4) ocean. Students then move to the corner that they are interested in or knowledgeable about. At their corners, students discuss why they chose that corner and what they know about food resources in that area. After they have had some time to talk, ask a student from one corner to share his or her ideas with the whole class. Then you may want to ask a student from another corner to paraphrase. This process continues with students from all corners sharing.
Each corner could also be a different answer to a multiple choice problem

26. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

27. Four Corners on an Index Card
This activity is typically used for vocabulary
The vocabulary word is written in the middle. Corner 1- definition. Corner 2- synonym. Corner 3- picture. Corner 4- sentence. Could also do antonym, real world example, etc.
Biographies
The name of the person is written in the middle. Corner 1- date of birth. Corner 2- what they’re known for. Corner 3- accomplishments. Corner 4- why you chose them, how you relate to them etc.
Math problems
Problem in the middle. Four different ways to solve it in the 4 corners. A group of 4 people could solve it 4 different ways
Character Analysis
Character in the middle. Their actions, quotes, thoughts etc in the corners

28. Four Corners on an Index Card
On your index card, make an oval/circle in the center and 4 boxes in the corners.
Choose any word that relates to differentiation. Write this word in the center of your index card.
In each of the four corners, briefly explain or sketch what your word means or how it relates to differentiation.

29. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

30. Give One, Get One
Students draw a table/chart on their paper. The number of questions or words determines the numbers of spaces in their chart.
Each student is assigned a question or word, for example.
They are responsible for that question/word.
The students mingle around the room in order to fill in all of their spaces.
As they mingle, they give their information to someone, and get new information from that person.
Vocabulary, prefixes and suffixes, character analysis

31. Give One, Get One On your paper, make a chart with 9 boxes
(Assign words)
Write your word in a box as well as the definition.
When I say “GO”, mingle around the room.
You will give your word and definition to a partner, and you will get a word and definition from that partner.
Write each new word and definition in a new box
Do not duplicate words.
When you have all 10 boxes filled, sit back down.

32. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

33. Info Gap
Each student has a chart of information that has missing parts.
Students should have different pieces of information missing, and it should be scrambled.
Another student in the class has their missing parts.
Students must work together to find the missing pieces/information they need by sharing information with each other.
This activity could work for any concept- biographies, text analysis, vocabulary

34. Info Gap Mingle around the room and fill in your info gap.
Help you classmates complete their info gap by giving them some of your information.
When your info gap is complete, sit back down.

35. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

36. Inside-Outside Circle
Students stand up and make 2 circles, inside and outside.
The outside circle has a task, and the inside circle has a task.
Rotate circles so partners change
Vocabulary- inside circle gives the definition, outside circle guesses the word.
One of the circles could act out the word and the other circle guesses the word.
Math problems- one student reads the problem, the other solves the problem, or checks their work.
Quiz each other on any topic before an assessment

37. Inside-Outside Circle INSIDE CIRCLE, ROTATE TWO SPOTS TO YOUR RIGHT
Form a circle with 2 layers, inside and outside
-Inside circle: Think of an animal. Act out the animal
-Outside circle: Guess what animal your partner is acting out
INSIDE CIRCLE, ROTATE TWO SPOTS TO YOUR RIGHT
-Outside circle: Choose a word and give the definition
-Inside circle: Guess the word that your partner is defining
Words:
capable develop disclose extraordinary
invisible manufacture master mature practice variety

38. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

39. Jigsaw
This is a strategy in which small groups become experts in one aspect of the larger topic being studied. They then teach this information to the rest of their classmates.
-Divide the class into groups of 3-5.
-Each group becomes experts on one aspect of a larger topic (ie: animal habitats) by working with information provided by the teacher or research on their own
-Members of the expert group engage in tasks designed to help them become more familiar with the information
Each expert then moves on to a mixed group with members of each of the other expert groups. Students in this group teach one another the information learned in the expert group.
It requires the participation and cooperation of all students.
In my class, we just share out from the original groups instead of forming new groups.

40. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

41. Numbered Heads Together
Students are put into groups of 4-5
Each student is numbered off in the group
Pose a question or a problem to the class.
Have groups gather to think about the question and to make sure everyone in their group understands and can give an answer with an explanation.
Call out a number randomly.
The students with that number raise their hands, and when called on, the student answers for his/her team.

42. Numbered Heads Together
You can easily touch me, but not see me. You can throw me out, but not away. What am I?
You bury when I’m alive, and dig me up when I die. What am I?
During what month do people sleep the least?

43. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

44. Snowball
Students can create problems, or problems can already be made.
Students ball up their paper, and throw it into the center of the circle/classroom.
Students choose a snowball, and answer that problem.
You could also have half the snowballs have problems on them, and the other half have answers. The students with the problems have to match up with their answer.

45. Snowball
Create a math problem on your piece of paper. It can be from your grade level or any grade level.
Ball the piece of paper up
Throw it in the center of our circle
Choose a new snowball
Solve the problem to the best of your ability.

46. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

47. SQP2RS
Survey- Preview text- Teacher could provide key words/vocabulary
Questions- List a few questions you think we’ll find answers to
Predict- State a few things we’ll learn
Read- Read your assigned section
Respond- Try to answer you list of questions. Modify, drop, and/or add more questions to your list.
Summarize- Summarize the section

48. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

49. Text Recall and Summary
Step 1: Read text.
Step 2: Read text again.
Step 3: Circle/underline key vocabulary and concepts
Step 4: List out the circled/underlined words
Step 5: Use the list to tell a summary of the story
Teacher could write these words on the board as students call out and we write the summary together
Could do in small groups

50. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

51. Traveling Jigsaw Students are numbered off.
Each group is assigned a topic to become experts on.
The group creates a presentation on an anchor chart.
One student in each group is chosen to be the “teacher”.
That student stays with the anchor chart that was made.
All of the groups complete a gallery walk around to each chart.
Students take notes on each chart as the “teacher” shares their information
The groups return back together and shares their information with the “teachers” to catch them up.

52. Traveling Jigsaw 4 groups
Executive, Judicial, Legislative, Rights and Responsibilities
Create an anchor chart with information about your topic. You can add pictures or key words
Choose a teacher to stay with the anchor chart and teach the other groups.
Travel around to each of the charts and take thorough notes on each topic. Your notes will help you and the “teacher” from your group! (Go over what thorough means or provide a note taking sheet)
Go back to your original group and share your notes with the “teacher”

53. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

54. What’s My Name?
Write a content word on a piece of paper known as the “name tag”. For example: a vocabulary word, a character, a symbol, etc.
Tape the “name tag” on each student’s back.
Have students walk around the room and give their classmates clues or descriptions as to what their name tag says is.
Historical figures, character analysis, vocabulary for any subject

55. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

56. Word Sort Content Vocabulary
You could give the titles of each category, and student have to sort the words into each category
You could also leave it open for the students to determine the categories, and then categorize the words
Parts of Speech
Root Words

57. How could you use this interactive strategy in your classroom?
Think for 1-2 minutes, and then share with your group

58. If time allows….
Create a lesson using at least one interactive activity that was shared in this workshop and apply it to your personal curriculum.
Write a brief description of the lesson, and a rationale of why you chose the strategies that you did and how you will incorporate it in your classroom.

59. Three Ws Wows- What wowed you?
Wonders- What are you still wondering about?
What Ifs- What if…….
Abby Stout
Credit to: CAL SIOP

60. Abby Stout
Credit to: CAL SIOP