Interactive teaching methods

DECISION MAKING-MODEL

This strategy will help students to consider their own beliefs about their ability to view

situations and events and solve problems, explore a series of steps in making decisions in

relation to positive healthy behaviours, and share reasons for making a decision with others.

Prior to using a decision-making model students will need to understand the idea of

‘problem’, ‘choices’ and ‘decisions’. Younger students may find it difficult to identify the

problem in a decision-making scenario so give this step time and discussion.

Explain students make decisions everyday by looking at the choices they have available, for

example:

# Which pair of shoes to wear?

# What snack to have for play lunch?

# Which fruit to eat at fruit time?

# Where to sit at lunchtime/mat time?

# Who to play with at lunch time?

# What to play at recess/outdoor play time?

before making a decision. Choose the one you like best may be a useful way to introduce

decision-making or for those students requiring literacy support. Students should think

about the choices available in a given scenario and then choose the best option and use

statements to support their decision.

CIRCLE TALK

1. This strategy will help students to share their own ideas and opinions, and listen to and

respect others’ opinions. It also holds all students accountable for having something to say.

2. Place students in two concentric circles (one circle within the other). This structure

facilitates dialogue between students. Students in the inner circle face outwards, directly

facing the student in the outer circle. Sit students facing each other, knees to knees, to

encourage active listening between partners. Alternatively, students can stand and face each

other.

3. Pose a scenario, question or issue for students to consider. Allow thinking time of

approximately 15 to 30 seconds.

4. Now say, ‘Person on the inside, tell your partner your thoughts. When you are finished

sharing, say ‘pass’ and your partner will share their thoughts with you.’
5. When finished, have the outside people stand up and move on one or two places to the

left or right. The discussion process is then repeated. To listen to the conversations taking

place, stand in the centre of the circle.

6. To debrief, discuss the ideas produced during the circle talk and list questions that were

identified to generate further learning or discussion.

BRAINSTORM
1. Select a topic, question, statement or issue and write this on the board.

2. Set up the rules for the brainstorm: share whatever comes to mind the more ideas the

better every idea counts – no answer is wrong no ‘put downs’ or criticisms build on others’

ideas write ideas as said – no paraphrasing record each answer unless it is a repeat set a

time limit and stop when that time is up.

3. Students consider the topic and respond. Ideas can be written randomly on the board or

you may choose to write the responses on post-it notes and have students cluster the

responses after the brainstorm.

4. Read and discuss the recorded ideas and clarify any questions where necessary. Group

ideas that are similar and eliminate those that do not relate to the topic. Discuss the

remaining ideas as a group and decide how the information can be further used.
 SHARED READING
1. Use a suggested book (or poem) listed in the preparation section of the learning activity as

a starting point or to reinforce a key message. Display the book where all students can see

the cover, illustration and title and discuss these. Provide students with a short period of

time to silently preview the text.

2. Ask students to share their predictions of the main ideas with a partner or the class. Keep

this pre-reading discussion brief and stimulating to make sure students are keen to listen to

the story that follows. Use the following prompts. What do you think this story will be

about? Is this a fiction or non-fiction book? Does the title tell us anything about the story?

3. Accept all suggestions and ask students to see if their predictions come true. Provide any

essential knowledge that will assist student’s understanding of the story prior to reading.

4. Read the story encouraging students to join in, predict, use picture cues and look for

information. Ask questions such as: What do you think will happen next? Why do you think

that happened? What have you found out from this part of the story? How is the character

feeling? How would you feel if that happened to you? What would you do? How do you

think this story might end?

you think we read this story? What are some of the important things you have learnt from

this story? Who might you tell about the things you learnt from this story?

6. Provide opportunities for students to demonstrate their understanding such as drawing a

picture or cartoon strip; writing two or three dot points; talking with a partner; dramatising

parts of the story; retelling the story in their own words; or innovating the story (eg change

characters’ names, places, feelings or the ending) to make a big book.

ROLE-PLAY

1. This strategy will help students to develop interpersonal skills including assertive

communication and negotiation within a range of contexts, build empathy and experience a

variety of perspectives by adopting different roles, and plan effective strategies for managing

‘real life’ situations. To conduct effective role-plays, a supportive classroom environment

must exist. Establish rules such as: one person speaks at a time everyone’s responses and

feelings are to be treated with respect everyone is entitled to express their opinion or pass

use character names rather than student names.

2. Ensure that students have a clear understanding of the purpose of the role-play (eg to

demonstrate assertive communication and to practise negotiating when there is conflict). If

there is an audience, prepare them for the role-play by giving a specific role to encourage

their active involvement. Audience members can also be involved by identifying the feelings
of the role-play characters, commenting on appropriateness of actions and providing

relevant feedback.

3. Design the role-play so that it encourages students to model appropriate behaviour. If a

character is required to depict a negative behaviour such as acting aggressively, the teacher

should take on this role.

4. Set the scene by choosing a relevant scenario or have students select their own. Avoid

using extreme stereotypes or allowing the issues to become exaggerated

5. Make sure the role-play doesn’t arouse anxiety as learning will decrease. Give the

students enough time to practise the role-play before they perform in front of others. If

students feel uncomfortable with the scenario of the role-play, allow them to withdraw.

These students can take on an observers’ role.

6. Start the role-play by reminding students to keep the action brief (a few minutes is usually

sufficient). If the role-play starts to deteriorate, stop it quickly, discuss what is happening and

re-focus the action.

7. If students become angry, switch roles so they argue the opposing view. This may help

them to develop understanding and empathy for the views of others. Make a point of taking

students out of their role (this can be done by removing props, costumes or name tags).
8. Facilitate the role-play by allowing students to direct the action. Wait until the end of a

scenario to make any comments. Do not judge the actions of a student in any given scenario

as right or wrong. Instead focus attention on alternatives and/or consequences of actions.

9. Use open-ended questions that focus on the feelings of the role-play characters, attitudes

expressed, consequences of actions, alternatives to decisions/ actions, and what students

have learned about the characters portrayed, to debrief the role-play. Remember to include

the observers in the debrief time. Allow plenty of time for de-briefing and provide positive

feedback for effort and participation.

10. As a result of the role-play, ask students to personalise the content by considering what

they would do in a similar real-life situation. Ensure they reflect on their learning and

consider its application to future experiences. The role-play can be re-enacted by switching

roles to demonstrate other courses of action.

If you have any quetions or you want to share your experience please email me:

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