The Three-Step Interview
Did you know?
Respect grows when teachers value the emotions of students and their lives beyond the classroom walls (Wessler, 2003).
By conveying respect for students, teachers create invitations to learn, enhancing student engagement, motivation, and achievement (Tomlinson, 2002).
Intentionally developing empathy and altruism in individuals could lead to a much more peaceful and cooperative world community (Eisenberg, 2002).
"Students respond positively to being liked and to being accepted and respected members of a class. Everyone has a basic need for love and belonging; students are no exception. They want to feel valued and cared about. They want to be part of the group rather than outsiders."
–Spence Rogers and Lisa Renard, “Relationship-Driven Teaching”
The Three-Step Interview is a cooperative learning experience where students ask about, listen to, and value what their classmates have to say about a given topic.
They can be used as an introduction to an activity or a way to explore ideas and concepts more deeply. Students also have an opportunity to develop active listening skills and understand others’ viewpoints.
You can use the Three-Step Interview in any grade level or content area.
How to use The Three-Step Interview with your students
Before starting The Three-Step Interview, have students choose a partner and decide who is Partner A and who is Partner B. Provide specific questions they are to discuss.
The Three-Step Interview itself is composed of these three steps:
Partner A interviews Partner B by asking questions the teacher provides.
Once Partner A has responded to the questions, the roles are reversed and Partner B interviews Partner A by asking the same set of questions.
Partners A and B interview another pair of A and B partners by asking the same questions and sharing their responses.
Three-Step Interview Questions (Examples)
How did the story remind you of our field trip to the planetarium?
What do you think the most compelling reason for abolishing slavery was and why?
What was your opinion of the guest speaker’s presentation?
What did you think was the most important concept from today’s reading?
If you could be a historical figure from this unit, who would you be and why?
Eisenberg, N. (2002). Empathy-related emotional responses, altruism, and their socialization. In R. J. Davidson & A. Harrington (Eds.). Visions of compassion:
Western scientists and Tibetan Buddhists examine human nature (pp. 131-164).
London: Oxford University Press.
Tomlinson, C. A. (2002). Invitations to learn. Educational Leadership, 60(1), 6-10.
Wessler, S. L. (2003). It’s hard to learn when you’re scared. Educational Leadership,
61(1), 40-43.
Source: The above tips are based on PLS's graduate course Building Communication and Teamwork in the Classroom®.For more information see "Related Graduate Course" to the right.
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