Interactive Methods

Notebook
Community Circle
Circle Guidelines

● Respect the Talking Piece. ● Listen with Respect.

● Speak from your Heart. ● Remain in Circle.
● Listen with your Heart. ● Honor Privacy.
● Speak with Respect. ● Say just enough.
Circle Rules
1. Circle up.

2. Move to your left, it’s closest to your heart.

3. Everyone has the option to pass.

4. Allow for silence as talking piece gets passed from person to person.
Community Circle
What it is?

A community circle is a whole classroom activity where students can talk about their feelings,
discuss opinions on certain topics, or to get to know each other better.

How will it be used in the classroom?

I can use this in my future classroom as a way to see how my students are doing and how
they are feeling about themselves and classwork. I can use this strategy to discuss the
students’ opinion on certain topics.

How will I use this strategy for emergent bilinguals?

I will use this strategy for my emergent bilingual students to practice communicating with
their peers and be welcomed to speak in the language he/she feels more comfortable to talk.
Text Based Discussions
● Introduce yourself and the article title
● Find a person who read the same article as you.
● Once with a partner share a quote or passage that resonated with you.
● Reflect why that quote or passage was important to you.
● Switch and Listen to your partner
Text Based Discussions
What is it?

This strategy helps students discuss their thoughts and opinions about quotes and passages
they read in a passage.

How will it be used in the classroom?

It will be implemented in my future classroom when students have to read texts to discuss
what they learned in the text and what stood out to the students when reading the text

How will I use this strategy for emergent bilinguals?

I will use this strategy to help my emergent bilinguals communicate with their peers about the
passage. It will help my students feel confident to discuss their opinions about text
discussions
Fire Write
I want to tell the story about…

I want to tell the story about…

I want to tell the story about…

I want to tell the story about…

I want to tell the story about…

I want to tell the story about…

Fire Write
What is it?

Fire writing is a strategy to help student formulate ideas on what he/she wants to write about.

How will it be used in the classroom?

I will use this strategy to help my students when they are struggling on what to write about.
This strategy can help them process out all their ideas on paper.

How will I use this strategy for emergent bilinguals?

I will use this strategy to help my emergent bilinguals process their ideas out on paper.
Interactive Methods Notebook
● Ensures students are presented with content and understand it through interactions and
reactions to the material.
● Organizational tool for teachers and students.
● Interactive notebooks “use both right and left brain hemispheres to help sort,
categorize, and implement new knowledge creatively” (Young, 2003).
● Movement during moments of pasting worksheets into notebook, allows brain a brief
rest.
● Helps teachers meet the needs of their students as an organizational tool to plan
lessons that involve the use of different intelligences.
● Offers opportunities for nonlinguistic activities in the classroom.
Suggested Format for I.M.N
Left Side Right Side

● Brainstorming ● Worksheets
● Concept maps ● Vocabulary words
● Diagrams ● Concept information such as
● Flow charts definitions or facts
● Homework ● Text book notes
● Worksheets ● Film or video notes
● Labs ● Notebook prompt
● Classwork or team work activities ● Direct answers to questions from the
● Self reflections book
● Drawings
Interactive Methods Notebook
What is it?

It is an organizational tool both for students and teachers. Teachers can use this to assess
students in how well they understand the material being taught to them.

How will it be used in the classroom?

I can implement this strategy to create an interactive methods notebook for subjects like
science, history, and math. Students can look back at their notebooks for help and
understanding on the materials being taught.

How will I use this strategy for emergent bilinguals?

This strategy can help my emergent bilingual students have different kinds of visuals and
representation of materials being taught. It is a good learning tool for them to use.
Scaffolded Instruction
What is it?

It is a type of instruction that is broken down into three tiers. It helps the students to learn by scaffolding. It
begins with direct instruction “focus lesson” which is coming from the teacher. Then it goes into a guided
instruction that the teacher and students do together. After the guided instruction the students do
collaboration with their peers. The last tier is the student working independently.

How will it be used in the classroom?

It will be used as a teaching strategy to teach lessons to my students

How will I use this strategy for emergent bilinguals?

I will use this strategy to teach my emergent bilinguals lessons with the whole classroom.
Collaboration Clock
Set-up appointments with all the times on the clock.
Collaboration Clock
● Consider developing a “Clock Partner Promise”. o What are your expectations of
students during this time?
● Students fill in the names of 12 different classmates.
○ Some partnerships are strategic and designed by teacher
○ Other partnerships – let students have fun!
○ Someone who has the same favorite color as you!
○ Someone who likes the same type of music as you!
○ Someone who you don’t usually spend time with at recess!
○ Someone who…
Collaboration Clock
What is it?

It's a clock where students go pick other students to have discussions at the same time. For
example, when I say okay go discuss with your 12 o’clock, students will meet with their 12
o’clock to discuss.

How will it be used in the classroom?

It will be used in the classroom as a strategy to have partners picked already when we have
to discuss and collaborate with each other.

How will I use this strategy for emergent bilinguals?

I will use this strategy for emergent bilinguals to be partner with students who speak or
understand their native language.
Seed Discussions

Introducing new content or concepts can be overwhelming for students and teachers.
Through Seed Discussions, students can preview new content or concepts for things they
can relate to. They seek out information that looks familiar to them, things they don’t quite
understand, and things that look interesting to them, including new vocabulary.

Seed Discussions allow students to identify and develop topics important to their own
thinking. Effective “seeds” from students’ individual work grow into dynamic discussions,
driving the interest in new content and reaffirming their existing knowledge so that the “new”
content doesn’t seem so intimidating.
Seed Discussion
What is it?

Seed Discussions allow students to identify and develop topics important to their own thinking. Effective
“seeds” from students’ individual work grow into dynamic discussions, driving the interest in new content
and reaffirming their existing knowledge so that the “new” content doesn’t seem so intimidating.

How will it be used in the classroom?

I will use this strategy as another form of discussion in my classroom especially with text my students
haven’t heard of.

How will I use this strategy for emergent bilinguals?

I will use this strategy to help my emergent bilinguals look through text for things they do not know.
Golden Line
● Individually and silently glance through your notes or the text from the reading.
● Select one quote from the text that most captures your attention (your “golden line”).
● With your group,
○ Read your “golden line” out loud.
○ Discuss why it is meaningful to you.
○ Everyone should have an opportunity to share.
○ Choose one “golden line” to share with larger group.
Golden Line
What is it?

This strategy students find one quote or line that stands out in the text and then discuss with
a partner on why he/she picked that golden line.

How will it be used in the classroom?

I will implement this strategy in my classroom when reading texts that connect with my
students.

How will I use this strategy for emergent bilinguals?

I will implement this strategy for my emergent bilinguals to discuss with others how they felt
about their golden line.
Exit Ticket
What is it? How will it be used in the classroom?

It's a way the teacher can see if the I will implement this strategy when talking
student understood what he/she was about topics that might be difficult, before
taught or ideas on certain topics. students leave to recess, before students
leave to lunch, and at the end of the day.

How will I use this strategy for emergent

bilinguals?

I will use this strategy with my bilinguals

on receiving feedback from them on how
they feel learning certain topics.
Pair-Share
What is it?

Pair-share is when students pair up and discuss the questions being asked from a teacher.

How will it be used in the classroom?

It will be used in the classroom when we are reading a new text to have discussions with each other.

How will I use this strategy for emergent bilinguals?

I will use this strategy with emergent bilingual students to discuss with

other students how they feel about the topics and questions.
Fieldwork Materials Visit #1
Compton High School Fieldwork Schedule
Academic status of students: Seniors (12th grade)
TED 407
Group: 12:45pm-1:15pm

02/20/19
Day 1: Meet & Greet

● Introduction (5-10 minutes)

○ Announcers
■ Arianna - explain who we are and purpose
■ Lusia - explain the ice breaker activity
● brief demonstration
Fieldwork Materials Visit #1
● Ice breaker (20 minutes)
○ Toe 2 toe
■ “go toe to toe with the closest person next to you”
■ “once you have done that choose who is partner 1 & partner 2”
■ “then partner’s number 1 will go to the right side of the classroom & partner’s number 2 will go to the left side of the classroom”
■ once we are in our assigned group(s), questions will be asked so we can get to know each other better”
■ Questions (1-6 [order of importance]):
● ex. What did you get out of the fair last year? (1)
● ex. What in your community do you care about most? (2)
● ex. What is your biggest concerned about graduating? (3)
● ex. How does language influence who you are? (4)
● ex. How has your community shaped your perspective in your life?(5)
● ex. What does culture mean to you? (6)
● Closing (15 minutes)
○ Announcers
■ Marlene - grab the students attention & explain the exit ticket
■ Rebeca - restate the purpose of why we are participating & end
○ Exit tickets (15 mins.)
■ Question: What are your ideas about making your workshop for the fair this year?Brainstorm & tell us your ideas about your workshop.
■ Fun question: What is your favorite thing to do in your spare time?
Fieldwork Materials Visit #2
Class agreements for 3/6/2019 Compton High School visit:

· Before students arrive we would already have a circle set up

o Each mentor will already be seated with an empty chair in between the next mentor (as students enter they will sit in an empty chair)

Community Circle Activity:

Establish rules: When you receive talking stick say your name.

Ice Breakers:

-How do you feel about graduating? (one word)

-What do you plan to do after graduation?

·
Fieldwork Materials Visit #2
Question #1: What do you like about your community?

o After everyone has gone around and shared, elbow share with a partner, Why do

you like going there?

*ASK FOR A COUPLE OF VOLUNTEERS TO SHARE WHAT THEY TALKED ABOUT*

· Question #2: What is something you would like to see in the community?

*As the community circle activity is going on, someone will be recording the students answers on the class white board and
on paper ( to turn in to professor at end of activity)*
Fieldwork Materials Visit #3
Plan for Compton high school 3/27

1. Ask students to brainstorm their ideas and thoughts about human trafficking.

2. Provide “fun” facts about human trafficking and notes to give them more background.

3. Help students with research methods and how to search for certain topics

Facts about Human Trafficking:( I was thinking maybe we can print little sheets for them to keep about the facts? - Amy)

Globally, the average cost of a slave is $90.

- According to the U.S. State Department, 600,000 to 800,000 people are trafficked across international borders every year, of
which 80% are female and half are children.

- California harbors 3 of the FBI’s 13 highest child sex trafficking areas on the nation: Los Angeles, San Francisco, and San
Diego

- Between 14,500 and 17,500 people are trafficked into the U.S. each year.
Campus Tour Plan and Post Reflection
My campus tour plan wasn’t as planned. I introduced myself to my group of students. I asked
them what grade they were in. They all replied to me that they were freshman at a High
school in central Los Angeles. I asked them what do they want to know. They first thought
CSUDH was a high school. I told them no it is a university. I got enough time to show my
students our whole campus. They really enjoyed everything they got to see and I can tell
they were excited to see all the places. I had a really good time with the group of students I
had. At first I was really nervous,but I gained some confidence and talked to my group of
students. My group of students also spoke Spanish and they thought at first I didn’t so they
cranked up when I understood what they were saying in Spanish. Overall my campus tour
was fun and exciting to do.
Service Learning Reflection
During my service at Compton I learned a lot about myself and working with
students who were not elementary students. Although at first I was scared to go
into the city of Compton I learned that the students their were eager to receive and
education and to get out of Compton. I learned a lot about the students and how
they value and look at their community. I never had the same thoughts as them
when I was going to high school. I liked that for our service hours we got to spend
time with students who were older than elementary students. Overall I liked my
experience I received from doing my service hours at Compton High School.