INTERACTIVE

METHODS
NOTEBOOK
A L E X I A M AY O R G A
MODELING
• Definition/Purpose
 The purpose of this strategy is to critically think about each step before
conducting them.
• Procedure
 Teacher will model the skills or strategy while verbalizing each step they are
doing, and discussing what they are thinking while doing so.
• Scaffolding for EL’s
 By verbalizing the steps, EL students can hear translations and they can
translate verbally as well.
NAME TAG
• Definition/Purpose
 Students will write their name on a name tag or a folded piece of paper
and place them on their desk to share with the class.
• Procedure
 Students will write their name on a name tag or folded piece of paper and
place them on their desk.
• Scaffolding for EL’s
 Students will learn their classmates names and build a community in which
they can use throughout the semester if they ever need help with an
assignment.
 COMMUNITY CIRCLES
• Definition/Purpose

 Students will share their name and share their thoughts

about one guideline from the circle.
• Procedure

 Count off by 8 (or any number).

 Join with designated group.
 Discuss with fellow students based on the prompts.
 Regroup as a larger circle to share thoughts.
o Group members synthesize ideas discussed.
• Scaffolding for EL’s

 Students will analyze their thoughts through an emotional

lens, and build community within their group.
SHARING IN PAIRS
Ink-Pair-Share,Think-Pair-Share, and Elbow Partners

• Definition/Purpose
 Students think or write about a topic before they pair up and share their ideas with
their partners. Students share ideas and build community.
• Procedure
 Give students a topic or question to think or write about. Give them a moment to
form their thoughts and write them down. Have students turn their elbow partner
and take turns sharing ideas. You can give students another moment to think and
reflect on their discussions.
• Scaffolding for EL’s
 The “ink” and “think” parts of these strategies give EL’s time to think about and
process information before sharing. When students write their ideas down, they
engage in language output/production. Pairing up and sharing give EL’s both
language input and output. It allows them to listen to their peers use language and
it allows them to practice using language.
EXIT SLIP
• Definition/Purpose
 The purpose of this strategy is to get the students to think about the material taught in
class. To see if they understood the material or if they had any questions.
• Procedure
 Teacher will ask the students to take out a piece of paper, or have one ready for them.
 Students will answer the question(s).
 Students will either hand the paper to the teacher or by their desk.
 Students are then free to leave.
• Scaffolding for EL’s
 By having the students write down their answers, the EL students are able to practice
their writing translations.
TRAVELERS AND TALKERS
• Definition/Purpose
 The purpose of this strategy is to interact and share with as many people as possible, and discuss
back and forth their ideas or comments.
• Procedure
 Students will be divided into 2 groups.
 One group will stand in the perimeter of the room facing in; this circle will be partner A.
 The second group will face someone from the first circle, creating an inner circle; this circle
become partner B. Partner B become the travelers
(The name “talkers” switches back and forth between partner A and B.)
 Teacher will then ask partner A to share their ideas/comments.
 When finished, partner B will become the talkers and they will share their ideas/comments.
 When finished, the teacher will then ask the inner circle (partner B) to rotate partners.
• Scaffolding for EL’s
 By having students interact with many people, EL students are exposed to many different
language skills.
CLOSE READING W/ IMAGE
• Definition/Purpose
 Students identify key ideas and details in an image. By focusing on the details, students
develop the skill to closely look at evidence prior to inferring or evaluating text(s).
• Procedure
 Teacher strategically selects an image connected to the content and relevant to students’
lives. The image should elicit descriptive language.
 Students collaborate with partners to identify textual details and use a descriptive map to
organize their thoughts. Based on the details (textual evidence, Students can infer and/or
evaluate.
 Teacher scaffolds language development.
• Scaffolding for EL’s
 Images provide access to content without having to read printed text. Emergent EL’s can use
early English skills or native language.
 Develop descriptive language and skill.
 Though peer collaboration, students use and listen to comprehensible output/input.
GALLERY WALK
• Definition/Purpose
 The purpose of this strategy is to help the students have a visual reference to a
particular word, phrase, or sentence.
• Procedure
 Teacher will instruct the students to create a piece of art based on a word or
phrase.
 Students will tape their work to the perimeter of the classroom.
 Students will then walk around the room, looking at their peers art pieces.
• Scaffolding for EL’s
 This strategy can help EL students by giving them visual aids that they can reference
a particular word or phrase.
THINKING MAP
• Definition/Purpose
 Visual-verbal learning tools that promotes, student-centered and cooperative
learning, concept development, reflective thinking, and clarity of communication.
• Procedure
 Students will write down:
o 3 things they learned
o 2 questions they have
o 1 comment about the lesson
• Scaffolding for EL’s
 By having the students write down their responses, the teacher can have an insight
on how the EL students work thinking and taking in the material. EL students will be
able to access their knowledge and conduct a critical response.
COMPARE AND CONTRAST MAP
• Definition/Purpose
 Strengthens students’ ability to remember key content and is a practical introduction
to higher-order thinking. Improves comprehension by highlighting important details,
making abstract ideas more concrete, and reducing the confusion between related
concepts. Finally, strengthens students’ writing skills by providing a simple structure
that helps them organize information and develop their ideas with greater clarity
and precision.
• Procedure
 Students will draw 2 circles that slightly overlap. Students will then write down
comparisons in the overlapped area and contrasts on the sides that are only
specific to either topic. The topics are given by the teacher.
• Scaffolding for EL’s
 Students then learn to understand differences and similarities between 2 given
things and are able to practice their thinking skills.
SAY-MEAN-MATTER
• Definition/Purpose
 To help students question the text, search for deeper meanings, and make
connections between text and their lives. To demonstrate how text provides
information on several levels.
• Procedure
 Students write what the text says or what the drawing illustrates. Students may also
paraphrase. For each item on the SAY list, ask the students what they believe the
statement means-interpreting the text by “reading between the lines.” Students then
fill out the matter column answering “So what?” “How does this piece connect to
your own life?” “What does it matter to you?” or, “What questions does this piece
raise?” “What implications does it hold for others?”
• Scaffolding for EL’s
 By having the students critically think about the text, EL students are able to
practice more critical and connective thinking.