4+-++Part+2+-+Interaction+in+the+classroom


 * Observations of interaction between master teacher and students, and students and students **
 * How can an online teacher establish a vibrant online community in their courses? Provide examples from your practicum course.**
 * My online AP Spanish course used student creation of webpages to break the ice. Students uploaded pictures and personal information. Then they posted to each other about the contents of these pages. They were so very polite to each other and as far as I can see, they are very **respectful of each other still. They seem to be a nice cohort of 10 students. **

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 * Interactivity is not inherent. It must be designed. What are the instructor's strengths in creating an interactive climate in the online course? What are the instructor's strengths in designing interactive activities? List aspects of the instructor's interaction that contribute most to student learning.** **What is the primary type of student interaction in your practicum course?**
 * Most of the interaction in this course is specifically designed by the instructor. She assigns discussion questions for the students to respond to. They must also comment to each other a specific amount of times and with posts of specified lengths. The teacher is clear that "I agree" posts are insufficient. Some of the assignments lend themselves to this type of activity better than others. I saw a few where the obligatory posts are there, but they don't say much because there really isn't that much to say on the topic - that is to say that the assignment could be accomplished with shorter and less posts.
 * What is the level and type of student participation in the course?**
 * Students in this course participate in 8 to 10 activities per week. They have written assignments from a textbook, they have grammar and vocabulary exercises from an AP book also, they discuss the readings, they answer weekly questions that they have to research, they lead discussions on assigned topics, they comment to other students entries. They participate in both Spanish and English, depending on the assignment.
 * When you teach in the classroom, how do you facilitate interaction between students? Do you have whole class discussions or do you break the class into small groups?**
 * In my own classroom, I do whole class discussions, but I also do group discussions and frequently paired dialogues. I just tried doing a wiki discussion project with my level 2 students. As part of a group project, students were required to use the discussion tab on the wiki to work together on the final product. It was mildly successful. I saw some students really taking to the format, but others didn't even bother to post at all, despite a rubric that outlined my expectations for that piece of the project. That being said, only 2 of the 5 groups turned in a final product, so I guess I can't be too upset or surprised that not all students took part in the discussion part.
 * When you teach in the classroom, how do you deliver the content to the students? Do you use PowerPoint complete with audio and animation, black and white overheads, a chalkboard or video?**
 * I use all of these. I use video, overheads (both color and black and white), the white board with markers, the Smartboard with Smart Notebook software files – both interactive and my own, projector for videos from internet and online textbook, audio CD’s, and even old fashioned flash cards on 5x7 index cards. I would say that I use a wide variety of methods to deliver content. The kids never know what to expect – could be an old fashioned lesson or something more modern – I like to mix it up.
 * When you teach in the classroom, what sorts of interactive things do you use in the course? Do you have students move their desks around to setup the classroom the way they want it?**
 * I use pair and small group activities in my courses. I constantly have students talk to each other for one task or another. They ask questions, take surveys, role play, etc. In small groups, I have them play games or complete other tasks. I use dice to have them do a verb conjugation drill. I have used a method called STAR (Students Talk And Review) in which they create their own books of vocabulary based on specific instructions. Then we practice a wide variety of questions and answers that can be generated around this vocabulary. They are responsible for being able to ask and answer these questions. They practice all year long on this. With one to two pages per chapter, by the end, this is a great way to review for the final exam! They take speaking tests in pairs based on these books. Since going to a new textbook last year, I haven’t done the dreaded STAR booklet, but will probably go back to this soon! It is hard for them, but it really helps them prepare for speaking and written tests.
 * Select artifacts that represent great examples of interaction between teacher-students and students-students from your practicum course.** **Write reflective statements for each artifact, elaborating on why it was selected and its meaning and value in the portfolio.**
 * See Artifacts page.