Interaction

=**Interaction**=

Interaction is all about providing structured, meaningful activities for students to practice academic language. Frequent Opportunities for Interaction (SIOP Feature 16) give students more time in class to use English. A variety of Grouping Configurations (SIOP Feature 17) help students process new information. Sufficient Wait Time ([|SIOP Feature 18]) encourages students to talk and be more involved in the lesson. Clarification of Key Concepts in L1 ([|SIOP Feature 19]) is another way to provide academic support.

SIOP Feature 16- Frequent Opportunities for Interaction and Discussion Research has shown that teachers dominate the talking in most classrooms. This gives students little opportunity to produce language or to use language to help them develop cognitive or linguistic skills. This feature emphasizes a balance between teacher talk and student talk. This is particularly important for lower proficiency level students. Even though they may find it more difficult to speak, they are precisely the students who need more language practice. Teachers are also encouraged to help students elaborate or expand on their responses to give practice with more complex structures and expressing ideas. The simple question, "What else?" can prompt students to share more information than they would otherwise. Teachers can also ask, "How do you know" or "What does that remind you of?" Calling on another classmate to extend a response also increases student talk. **SIOP Feature 17** - Grouping Configurations Support Language and Content Objectives of the Lesson It is necessary to balance between active and passive learning by varying grouping configurations. The goal should be at least two different grouping structures per lesson. Students learn best when they are able to discuss and process new information and a variety of groups will increase the chances that a student's preferred mode of instruction is used. However, be aware of tracking "...the practice of providing instruction to students in instructional groups segregated by ability or performance level [which] has been found to be inequitable because it often differentiates across socioeconoic and ethnic lines, and it promotes differentiated expectations for students' success." (Echevarria, Vogt, & Short 2008, pg. 126). **SIOP Feature 18**- Sufficient Wait Time for Student Responses Consistently Provided Wait time is a cultural issue. ELLs require additional wait time because of processing demands. Teachers need to find a balance between sufficient wait time and lesson pacing. Examples "50-50" or "Phone a Friend" **SIOP Feature 19** - Ample Opportunity for Students to Clarify Key Concepts in L1 Clarification in L1 to ensure comprehension of key points (not necessarily instruction in L1)
 * Student Benefits for Active Engagement**
 * Brain stimulation
 * Increased motivation
 * Reduced risk
 * More processing time
 * Increased attention
 * Other Opportunities for Interaction**
 * Dialogue journals
 * Discussion boards, Wikis, class email list
 * Games, role plays, charades, pantomime to review key points
 * Expert Stay Stray where students work in small groups and then share info as experts with other groups
 * Pair review of lesson objectives
 * Dinner Party
 * Grouping Configurations by Number**
 * Individual
 * Partners
 * Triads
 * Small groups of four or five
 * Cooperative learning groups
 * Whole class
 * Grouping Configurations by Characteristic** (homogenous or heterogenous)
 * Gender
 * Language proficiency
 * Language background
 * Ability

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