Interactive Methods

Notebook
Athena Alderman, TED 407
Compton High School Visit 2/20/19
Compton High School Visit 3/6/19
Compton High School Visit 3/27/19
 Strategy 4: Pair Sharing
What is it?
❖ Think-pair-share (TPS) is a collaborative
learning strategy where students work
together to solve a problem or answer a
question about an assigned reading.
❖ This strategy requires students to (1) think
individually about a topic or answer to a
question; and (2) share ideas with
classmates.
❖ Discussing with a partner maximizes
participation, focuses attention and
engages students in comprehending the
reading material.
Classroom Implementation:
❖ Prior to or following any whole group
discussion, I would like to hold
pair-share discussions to truly delve
deep into the subject.
❖ I would encourage students to share out
theirs or their partners responses to add
to the whole group discussion.
❖ To accomodate all of my students, I
would make sure to also give a handout
with the information we are covering in
that specific lesson with pictures and
diagrams to keep the discussion going..
 Strategy 5: Community Circle
What is it?
❖ A community circle is a safe discussion
space in which students and the teacher
sit in a circle so that all members faces are
visible to one another.
❖ Explicitly used as an opportunity for
students to build community.
❖ The teacher participates as an equal
member of the classroom, facilitating
discussion rather than directing it.
Classroom Implementation:
❖ I would like to focus on making the
community circles in my future classroom
a consistent activity throughout the school
year.
❖ The beautiful aspect of this activity is that
it gives every student a chance to
participate and have a voice.
❖ I would make sure to start every circle with
a personal check-in question to get
students engaged and ready to
contribute.
 Strategy 6: Scaffolded Instruction
What is it?
❖ Scaffolding refers to a variety of instructional
techniques used to move students
progressively toward stronger understanding
and, ultimately, greater independence in the
learning process.
❖ The term itself offers the relevant descriptive
metaphor: teachers provide successive levels
of temporary support that help students
reach higher levels of comprehension and
skill acquisition that they would not be able
to achieve without assistance.
Classroom Implementation:
❖ Like physical scaffolding, the supportive
strategies are incrementally removed when
they are no longer needed, and the teacher
gradually shifts more responsibility over the
learning process to the student.
❖ To accomodate for all students I would orally
describe a concept to students, use a
slideshow with visual aids such as images and
graphics to further explain the idea, ask
several students to illustrate the concept on
the blackboard, and then provide the
students with a reading and writing task that
asks them articulate the concept in their own
words.
 Strategy 7: Exit Tickets
What is it?
❖ Exit slips are written student responses to
questions teachers pose at the end of a
class or lesson.
➢ These quick, informal assessments enable
teachers to quickly assess students'
understanding of the material.
❖ Provide teachers with an informal measure
of how well students have understood a
topic or lesson.
❖ Help students reflect on what they have
learned.
Classroom Implementation:
❖ Have a variety of exit slips and
differentiate which students get which
ones
❖ Allow students to work on their exit slips
in pairs or small groups
❖ Allow students to verbally express the
information
❖ Examples:
➢ Write one thing you learned today
➢ Write one question you have about
today's lesson
➢ Write three words with the long "o" sound
 Campus Tour Plan & Post Tour Reflection
Post Tour Reflection:

This experience was unlike any I’ve had as a student at CSUDH, it was amazing to see so much
creativity and passion in one place. I felt lucky to have been able to be apart of such a unique event that
brought so many people together in one place to celebrate our rights and discuss the lack thereof. I had
the opportunity to give a tour to a group of sophomores from Compton High School who were a little
shy but excited to be visiting a university so close to home. It was exciting being able to show them
locations that have become my favorite areas on campus, such as the small fairy garden next to the
university theater. I also tried to show them some of the resources I wish I had taken advantage of sooner
in my college career. Places such as the disability resource center and psychological services have gotten
me through these four years and I could not be more grateful. Overall, I think the students enjoyed their
day at CSUDH and they left with information they did not have before.
 Service Learning Reflection
When I initially became aware that we as a class would be attending Compton High
School for our fieldwork assignment for the semester, I was initially intimidated. I had never
had to work with older students in the classroom setting and I truly was not sure how they
would respond to me. I went into our first visit feeling nervous but excited to work with
students who were just moving into another pivotal chapter in their lives. Although I felt that
I had some difficulty connecting with them and encouraging them to participate, it was a
beneficial learning experience overall. I enjoyed discussing more real-world issues and
future goals because it was a nice change from sitting in a kindergarten or third grade class.