Preparing to Conduct an Interview
Some learning situations provide an opportunity for students to access and use information from primary sources; these may be in print, audio, or audio-visual format. An overlooked source of information are people who have experiences related to a problem or issue under consideration in the classroom.
The learning activity, Preparing to Conduct an Interview, is designed to help students in developing and using the kinds of questions that will more likely retrieve significant rather than trite information. With some coaching, students are able to move beyond the use of who, what, when, where questions. The following framework is suggested as an organizer for questions that may be used in an interview.
Factual: These questions are of the low-order type. Students typically do not have difficulty with developing factual questions that focus on who, what, when, or where.
Relational: At this level, questions are intended to seek out patterns among data, events, and situations, and probe for reasons, cause-and-effect, and explanations.
Evaluative: At this level, interpretations, inferences, opinions, and projections are formed.
Asking students to assume the role of an interviewer effectively provides insight into what they know about the subject or issue. If the questions, for example, are low-order or lack scope, it likely indicates that students lack knowledge about historical processes relating to Newfoundland's entry into Confederation.
By engaging in these processes, students will achieve the following outcomes:
Canadian History 1201
Social Studies Skills
This lesson also promotes the following social studies skills:
Participating in Groups
Solving Problems and Thinking Critically
For this learning activity, it is likely that you will have to use little intervention after the interview has begun. Your role will be mainly to facilitate the process: