The interpersonal mode is all about the exchange of ideas and information and, quite honestly, most of the work is on the student because they are the one producing the output. For a lot of teachers, interpersonal can be a hard mode to imagine using the gradual release of responsibility model with but it's all about the way you approach the set up of activities. We will break this up into 2 approaches- one within a singular lesson and another within a unit of study. Within a lesson that has an interpersonal goal, there are many ways to approach using the gradual release of responsibilities. I Do: This is where the teacher has the greatest responsibility and the students are part of the process but with a smaller role. Essentially, the teacher is modeling what good conversations sound like and what kind of output students can produce while students are paying attention to that and either given a processing activity or are asked to mimic that kind of behavior. Ideas:
We Do: This is where we start to get away from full class instruction and more toward interpersonal with small groups. The teacher will share the responsibilities with the students by providing more guidance. Ideas:
You Do (Collaboratively: By this stage, students have seen what a conversation looks like and have begun to understand the importance of asking questions. You are now watching and taking a coaching/consulting role. Because of the nature of interpersonal communication needing at least two parties, there is no "you do alone" stage because you wouldn't be talking to anyone. Ideas:
As we think about a unit of study, we can plan out our interpersonal activities so that the responsibilities are given more to students as the unit progresses. Toward the earlier stages, we will be providing a lot of the supports and scaffolds and then start to take them away as the unit comes to an end.
I Do: In the beginning of a unit I will be providing students with a lot of supports to help them feel successful as they speak (or write) interpersonally. Students will lean on these supports more at this part of the unit and should be told that they will have to find a way to use them less and less as time goes on. Ideas:
We Do: As the unit progresses, the teacher's role is now to work with students to allow for them to be producing more output on their own and provide supports as needed. Ideas:
You Do (Collaboratively): Because interpersonal involves 2 or more people, students will now be collaborating and will start to produce the output independently. This comes near the end of a unit because you have already provided so many supports and strategies for them that they are now responsible for being themselves and showing what they can do. Ideas:
Let me know if you have any other ideas!
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