INTERACTIVE &

COLLABORATIVE
STRATEGIES

PREPARED BY:
ROSELYN CARMEN
GROUP INVESTIGATION
 Concept
Students work cooperatively
in small group

Consist of 3-6 members

Freely to choose the subtopic

Characteristics of Group Investigation
 Important Things
To Do in GI

Need Group Cooperative

Capability Plan

Teacher’s
Role
Steps
 Advantages
To motivate the class to participate and
ensure student learning.

The exercises push students to interact more

that they would have done in more
traditional class formats.

To encourage the students to remain

engaged with the group on various level.
 Advantages

To increase comfort levels in the group.

To provide opportunities for cooperative peer

group interaction, while also creating the
condition necessitating conflict resolution
 Disadvantages
It cannot cover the whole material.

It is difficult to assess personally.

It is only suitable for certain

material.

Group discussion is not usually

effective.
 Disadvantages
It needs much time to prepare the
material.
It is only suitable for high-level
students.
 Implementation
MATERIAL: BIODIVERSITY
LEVEL: GRADE 10
Teacher presents the topic.
The topic is report text.

Teacher asks students to make some

questions about the report text.

Students generate questions for inquiry

based on this topic

Teacher categorize the question into subtopics

Students sign up to be members of the

small groups that will investigate the
subtopic in which they are interested.
 Implementation
Groups plan their investigation

Groups carry out their investigation

Groups plan their presentation.

Groups make their presentations

Teacher and students evaluate the projects

 What is it?
 Think-Pair-Share is a cooperative discussion strategy that
was developed by Frank Lyman and some of his
colleagues in the early 1980’s.

 It has 3 phases
Phase 1: Think

•  During phase 1 the instructor

poses a question and allows the
students time to ponder their
response.
 Phase 2: Pair

 During this phase the student discuss their

thoughts with their designated partner or
tablemate.
Phase 3: Share
 During this final phase the
teacher will call upon the groups
to have them tell the class what
they discussed and think about
the topic.
 Often times the teacher will
write the answers from each
group on the board for further
discussion.
 Pros and Cons
Pros
Cons
 Prevents teacher from getting low
amount of responses.  Noise level in room goes up, then
needing a transition to get back on topic.
 Becomes a more student-led lesson.
 Hard to keep every student on task.
 Students see multiple different view
points.  Takes a longer time than other
strategies.
 Limits off-task behavior and talking
 Eliminates dominance by overachieving
students
 Teacher-Directed Instruction

Teacher-directed instruction involves explicitly teaching

mathematical rules, concepts, principles, and problem-solving
strategies.

This often includes modeling a variety of examples and guiding

students during their review and practice.
“In order for children to truly become self-regulated learners, the
classroom should include all three contexts [teacher-directed,
individual seat work, and group work] to provide direct
instruction, independent practice, and the opportunity to practice
metacognitive skills in a social context.”
Slavin (1987)
In your classroom, this means:
• choosing to use direct instructional techniques to teach
procedures, concepts, and skills, as appropriate;
• when using computers, maintain a balance between teacher-
instruction and computer assisted instruction;
• using a context-sensitive approach as often as possible;
• varying instructional methods to meet the needs of all students.
 Considerations
One concern about teacher-directed instruction is that it may portray
the teacher as the “all knowing adult” and discourage students from
expressing their thinking and ideas, which are essential for gaining
deep understanding of concepts.