SOCAIL STUDIES, BILL OF RIGHTS FALL 2012

INTERACTION
SARA SHIPMAN

What is it?
Interaction is exactly what it sounds like. It can be interaction with other students, interaction with the content area or both. It is anything that involves cooperative learning between students, small groups or pair interaction. Interaction can also include classroom discussion and debate among students.

Whats Inside:
What is Interaction? Why is Interaction Important? What should you consider before implementing interaction in the classroom? Classroom Example

Why is it important?
Interaction with other students has many benefits for both ESL and general education students. Working together allows students to hear one anothers explanations and ideas, they can clarify thing for one another in their own words. This type of interaction allows ESL students to hear from their peers and often in language that they are more accustomed to hearing and speaking. Depending on the type of interaction it gives students the opportunity to take on leadership and other group roles while working together with one another.

Next Page:
What to Consider What it looks like in a lesson Examples of Group Roles Looking beyond the activity, what does it do?

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What to Consider:
What to Consider: What type of interaction are the students going to participate in? Would choosing groups for the students or letting the students choose their own groups be more beneficial? Will there be roles assigned to each student in the group? How will the interaction be observed / facilitated? Will the work be completed in one class period or will the groups last more than one lesson?

Inside the Classroom:

The Activity: Continental Congress wished to include those rights. Once the groups In your groups you will de- have finished writing their sign your own Bill of Rights. own Bill of Rights they will present their poster to the Have at least 6 different class, including what they rights that you all agree believe to be the most imupon and include what portant aspects of the those rights mean to you rights. and why your group believes them to be important. You may use no more than 2 rights from the actual Bill of Rights, however they must be written and explained in your own words and why your group

This lesson is designed to give each student in the group a role and a voice

What does it look like in my classroom?

Group Roles:
Transcriber (writer): The person who is going to write down the Rights on your paper Time Keeper / Task Manager: This person is in charge of keeping the group on task and keeping track of how much time you have left to complete your poster Present or: This person will be presenting your Bill of Rights and your comments on them to the rest of the class. Others may talk of the presenter misses something, but be sure to let them know beforehand what is to be told to the rest of the class. Artist: The artist will help the writer to decorate the Bill of Rights poster to include any pictures or designs that will help your group to better explain your rights to the class.

Looking Beyond the

This is just one of the many examples of what interaction might look like in the classroom. This lesson is designed to give each student in the group a role and a voice while creating their own Bill of Rights. It also allows the students to discuss with one another what they feel is most important to them and why they believe these rights are the most important among the others that they could choose from. Allowing the incorporation of rights already listed in the American Bill of Rights lets students draw on past knowledge and allows them to put the rights into their own words while relating the rights to their own lives.