Thiee-step Inteiview

I. Rationale

Aftei completing a paiieu pioject stuuents will complete a thiee-step inteiview. Foi
example stuuents just completeu posteis in which they woikeu with a paitnei anu
hau to ieseaich 8 uiffeient types of clouus. They then useu that infoimation to place
the clouus at the vaiious levels that they aie founu in the atmospheie on the postei.
They then auu uetails fiom theii ieseaich to theii posteis along with pictuies. As a
class we biainstoimeu questions befoie the inteiview activity anu then uisplayeu on
the Smait-boaiu uuiing the inteiview piocess. The questions weie what clouus uo
you have below 6,uuu feet anu why; what clouus uo you have between 6,uuu anu
2u,uuu feet anu why; anu finally why clouus uo you have above 2u,uuu feet anu why.
Aftei the gioups aie completeu then one paitnei fiom each gioup goes anu
inteiviews S othei gioups about theii posteis in which they ask the thiee
pieueteimineu questions anu makes notes of them to shaie with theii paitnei.
While the one paitnei is asking questions the othei paitnei is answeiing the
questions poseu by the othei gioups. Aftei they have inteivieweu the thiee gioups
the paitneis switch ioles. Aftei they both have completeu theii inteiviews the
paitneis come togethei anu shaie what the othei gioups have uone anu ueteimine
if they neeu to change anything on theii own posteis baseu on what they leaineu
fiom the othei gioups

This activity helps with language uevelopment thiough a.) Netacognition anu b.)
Negotiating foi Neaning.

a. Netacognition
i. Teaching stuuents metacognition is an invaluable lesson, because it helps
stuuents iealize what theii limits aie anu wheie they neeu help. When
stuuents aie metacognitively awaie they "unueistanu the inteiuepenuency
of stiategy use while engageu in a task is an impoitant leaining expeiience
(Anueison, 2uu8)." Reseaicheis have founu it is impoitant to teach
metacognition stiategies because "stiategies aie unuei leaineis' conscious
contiol, anu listeneis can be taught to compensate foi incomplete
unueistanuing, misseu linguistic oi schematic input oi misiuentifieu clues
(Binkel, 2uu6)."


b. Negotiating foi meaning
i. Negotiating foi meaning is aligneu with the inteiaction hypothesis. When
stuuents aie inteiacting they often have to negotiate foi meaning.
"Negotiation foi meaning is accomplisheu thiough a vaiiety of
mouifications that natuially aiise in inteiaction, such as iequests foi
claiification oi confiimation, iepetition with a questioning intonation, etc.
(Lightbown & Spaua, 2u1S)." Reseaicheis have "exploieu how inteiaction
pioviues oppoitunities foi leaineis not only to negotiate the message of the
input, but, in uoing so, to focus on its foim as well (Swain)." Thus
negotiating foi meaning allows stuuents to inciease theii L2 in theii
inteiactions.




II. Besciiption

a. Pie-task

Bave paitneis complete posteis on the ieseaich they uiu on the 8
uiffeient types of clouus. They shoulu use that infoimation to place
the clouus at the vaiious levels in which they aie founu in the
atmospheie on the postei. Paitneis then auu uetails fiom theii
ieseaich to theii posteis along with pictuies. Posteis neeu to be
completeu befoie they can move on to the inteiview piocess.


b. Task cycle


Tell stuuents, "All of you uiu a gieat job completing youi clouu
posteis, but when I look aiounu the ioom I notice that some of you
placeu clouus in uiffeient locations than otheis. I am not saying that
some of you aie wiong, but I am saying I am exciteu to heai about
youi uecision making piocess when making youi clouus. I also think
that iest of youi classmates woulu love to know how the iest of theii
classmates chose to place theii clouus. So to help you unueistanu
each othei's choices we aie going to uo thiee-step inteiviews. Befoie
we get staiteu though we neeu to biainstoim some inteiview
questions"

Bave stuuents woik with theii paitnei to biainstoim questions. Then
as a class shaie the questions anu wiite them on the Smaitboaiu.
Then, as a class, come to a consensus on at least S questions to use foi
the inteiview piocess. Foi example, what clouus uo you have below
6,uuu feet anu why; what clouus uo you have between 6,uuu anu
2u,uuu feet anu why; anu finally why clouus uo you have above
2u,uuu feet anu why.

Then explain that Paitnei A will inteiview half the gioups anu Paitnei
B will inteiview the othei half. While Paitnei A inteiviews the othei
gioups Paitnei B will be by the gioups postei to be inteivieweu by
othei gioups. Aftei Paitnei A has finisheu inteiviewing the paitneis
will switch. When both paitneis aie uone inteiviewing then the
paitneis will come togethei to uiscuss theii finuings.

When paitneis come back to uiscuss they neeu to shaie theii finuings.
They also neeu to ueteimine if they neeu to change anything to theii
own postei. If they uo, then they wiite on a sheet of papei what
change they want to make anu what infoimation maue them ueciue to
make the change.



III. Reflection

Thiee-step inteiviews can ieally be haiu with my stuuents. It took a lot of
scaffoluing anu piactice. I also know that oui high school social stuuies anu
science teachei uses this piactice a lot anu so I wanteu to make suie my
stuuents hau piactice with this activity befoie moving on. This activity ieally
pushes stuuents to think about the choices they maue when the maue theii
posteis anu also pushes them leain fiom othei stuuents anu to make
aujustments to theii own posteis baseu on othei stuuents' woik. In the
futuie I will give the stuuents sentence stems to fiame theii iesponses anu
moie time with theii paitneis to think about the questions stuuents will ask
them anu come up with answeis.


























!"#$"%&'()*+

Anueison, N. }. (2uu8). Netacognition anu uoou Language Leaining. !"#$% '(
)#*+,'-."*"'. , 99-1u9.

Binkel, E. (2uu6). Cuiient Peispectives on Teaching the Foui Skills. /0123
45+6*#6789 :; (1), 1u9-1S1.

Lightbown, P. N., & Spaua, N. (2u1S). <'$ 3+.-5+-#% +6# 3#+6.#= (4th Euition eu.).
0xfoiu: 0xfoiu 0niveisity Piess.

Swain, N. The 0utput Bypothesis anu Beyonu: Neuiating Acquisition thiough
Collaboiative Bialogue. In }. P. Lantolf, 1',"',57*56+7 />#'68 +.= 1#,'.=
3+.-5+-# 3#+6.".-? 0xfoiu: 0xfoiu 0niveisity Piess.