Collaborative+PD+-+IPOTS_Interaction

Here is our contribution to the PD project (7.19.10). Handout for our contribution to the PD project. Be sure to include this in folder 6, also.

Activity for our contribution to the PD project. Be sure to include this in folder 6, also. Ave - check this out from Dr. Sp. It tells about secondary teachers who have used IPOTS in their classrooms. Sorry I just now found this. Emily

Hey guys, here are some more IPOTS that a friend of mine sent to me. =​Interactive Peer-to-Peer Oral Techniques=

Here is a list of IPOTS I have located so far. > The teacher has each student move around the room with their paper and find someone who can answer each question (different person for each question!). The person answering tells the answer to the person with the paper and initials the question. No one writes the answer. Once everyone is finished, the group debriefs together. __2__ > //Let a puppet talk for you// __3__
 * //Turn and tell your partner:// Students // turn // and // tell // their partners something about the lesson by using a sentence starter written on the board.__1__
 * //Tell an imaginary friend//
 * //Wandering Interviews// (Find Someone Who Can): Teacher distributes a sheet to each student with questions such as Find someone who can: name three organelles in the plant cell; name three inventions that; spurred the industrial revolution; identify the antagonist in the story; tell you a formula for finding perimeter
 * //Imaginary Photo Album:// Each student draws a circle, a square and a rectangle on their paper. This is their imaginary photo album. (NOTE: Do NOT have the kids draw. This is not a drawing activity, this is an oral language activity). The teacher explains what the imaginary pictures are (e.g. //This is a picture of Gettysburg in 1863// OR //This is the inside of a plant cell// OR //This is a picture of you with your favorite character in the story.// Then the teacher has students take turns imagining this picture in their minds, and then describing it orally to their partner. __2__
 * //Think/Pair/Share:// In pairs, students share opinions/responses/ thoughts on a topic in response to teacher questions, etc. __2__
 * //Hypothesizing/Sequencing Information Gap Tango:// Pairs of students sit shoulder-to-shoulder but looking in opposite directions. Each partner has the same handout but with gaps on alternating lines. As Partner A reads the first line, which is complete on her A handout, Partner B writes in the missing words in the gap on his B handout. Then, as Partner B reads the second line, which is complete on his B handout, Partner A writes in the missing words in the gap on her handout.__1__
 * //Cloze Exercise//
 * //Jazz Chants / Rap / Songs//
 * //Carousel Charts (// Gallery Walk or Collaborative Carousel): In groups, students move around the room, usually from one chart to another. At each chart, the group adds information, responds to the question, etc. HINT: Many times, teachers try this with three charts and 35 students. This results in groups of 10-12 students at each chart – too many! Have 2 or 3 sets of the charts up around the room, and then a much smaller group can rotate through each set. That way, groups can be kept to 3 or 4. __2__
 * //Hot Onion Review:// Students (6-8, no more!) form a circle and are given a ball made from strips of paper layered one on top of the other. Each strip of paper has a question, or prompt. Students toss the ball to each other. The person who catches the ball peals the top layer of paper strip off and responds to the question/prompt on the paper. __2__
 * //Parallel Lines// (Conga Line): Half of the students stand in a line with their backs against the wall. The other students form a parallel line by standing at a conversational distance. The students in the wall line ask one or more questions from a 3" x 5" card or a graphic organizer, and their partners in the parallel line respond. When signaled, the students in the parallel line move down one spot, with the head student going to the end of the line. __1__
 * //Concentric Circles// (Inside/outside): Concentric circles are similar to parallel lines except that half of the students are standing in an inside circle looking out, and the other half are in an outside circle looking in. Once again, students are carrying an index card or an already completed graphic organizer. The students in the inside circle ask questions, and their partners in the outside circle respond. When signaled, students inthe outside circle rotate one spot to the right. Upon completing the rotation, students in the inside circle switch places with those in the outside circle, and the routine is repeated. __1__
 * //Rotating Stars// __3__
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Numbered cards for impromptu talks or turn-taking// __3__
 * <span style="font-family: Arial,Helvetica,sans-serif;"> //Adding to Circle:// Each student repeats what the other students said and adds new information. Example: Student #1—“I’m Mary, and I like hot dogs.” Student #2—“She’s Mary, and she likes hot dogs. I’m Tom, and I like pizza.” Student #3—“She’s Mary, and she likes hot dogs. He’s Tom, and he likes pizza. I’m Linda, and I like hamburgers.” __1__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//Reflective Writing//: Students respond to a very short writing prompt, and then share their response with a partner. __2__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">10/2: //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher presents information for no longer than 10 minutes. The teacher then gives the students 2 minutes to respond, in pairs or groups, to a question or discussion item relating to the 10-minute presentation. This is a great opportunity for teachers to check for understanding! __2__

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">1 __ <span style="font-family: 'Arial','sans-serif';">Spezzini, S. (2009). Fostering language in English language learners through grammaring and IPOTs. //<span style="font-family: 'Arial','sans-serif';">Focus on Teacher Education,9 //(3), 5-6. [|http://acei.org/wp-content/uploads/Spr09Teach.pdf] __2__ [] __3__ [|www.ed.uab.edu/esl/syllabi/syllabus_eesl615.pdf]