Beacon Lesson Plan Library
Getting to Know You Through Questioning
Linda Sheffield
Bradford County Schools
Description
Students learn to formulate effective questioning techniques and understand the characteristics of the interviewing process.
Standards
Florida Sunshine State Standards
LA.C.1.3.1.8.2
The student formulates questions and conducts an interview.
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.
Materials
-Two desks for interview role-play
-Paper and writing utensils for students
-Checklist for an effective interview
-Chalkboard or overhead projector for whole group discussion
Preparations
1. Organize student groups to accommodate varying abilities, exceptionalities, and personalities.
2. Be familiar with effective questioning techniques for an interview and the effective interviewing process.
3. Have copies of the checklist for the students to use during the interview process.
Procedures
1. Discuss the purpose of the interview is to get to know the other students in the class.
2. Brainstorm with the class effective questions to ask. Have the students write them.
3. Brainstorm with the class what makes an effective interview.
4. Hand out the teacher-made checklist and review with the students its use as an assessment tool. (See attached file.)
5. Allow students to revisit the brainstorming list and add one or more components in the blank space(s) of the checklist.
6. Form groups of three students. One student will be the interviewer, another the person interviewed, and the third student will observe and assess the interview process. Keep rotating the jobs until the three students in each group have interviewed, been interviewed, and assessed an interview.
7. Instruct the members of the groups to share their assessment findings from the checklist.
8. Discuss and write the reflections of the interview activity on the overhead projector or chalkboard.
9. Using whole group and personal reflections, students will write a reflection journal page or entry about the learning process of the interview activity. The student's reflection should have three areas: the role of interviewer, the role of the interviewee, and the role of the observer. Each area should include this information to reflect the student's understanding of each role.
a. What were the strengths of the student?
b. What the student would have done differently?
c. How will the interview role benefit the student in the future?
Assessments
As a formative assessment, the teacher will observe students individually and in small groups formulating interview questions and participating in the interview process.
The students will receive peer and teacher formative feedback from interview checklist on the interview questions and interview process. The teacher will provide formative feedback to the reflection journal to evaluate the student's growth from the interview activity.
Extensions
1. Ask business people from the community to come and talk to the class about the proper interviewing techniques.
2. Have students use the answers from their interview questions to write a formal introduction in an expository format.
3. Pair the students keeping in mind student exceptionalities and personalities to maximize student success.
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