Conducting InterviewsActivities & Teaching Strategies
Active learning through interviews builds confidence and real-world skills for Primary 5 students, who often learn best when tasks mirror everyday life. Practicing with peers prepares them to listen carefully, ask thoughtful questions, and respect others' experiences, which deepens both language and social development.
Learning Objectives
- 1Design a set of at least five open-ended questions for a specific interview topic.
- 2Demonstrate active listening techniques, including paraphrasing and asking clarifying questions, during a simulated interview.
- 3Record key information from an interview accurately and concisely.
- 4Analyze a recorded interview to identify effective questioning and listening strategies.
- 5Evaluate the ethical considerations of obtaining consent and reporting interview information truthfully.
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Pairs: Peer Hobby Interviews
Students prepare five open-ended questions about a partner's hobbies. They conduct a five-minute interview, using active listening by nodding and paraphrasing responses, then record key points. Partners switch roles and share one strength observed.
Prepare & details
Design open-ended questions that elicit detailed responses in an interview.
Facilitation Tip: During Peer Hobby Interviews, circulate and quietly note pairs who ask follow-up questions to encourage others to extend their responses.
Setup: Panel table at front with microphone area, press corps seating
Materials: Character research briefs, News outlet role cards (with bias angle), Question preparation sheet, Press pass templates
Small Groups: Topic Survey Challenge
Groups brainstorm ten open-ended questions on a class theme like 'favorite books.' They interview five classmates, take structured notes, and compile a group summary. Discuss ethics like respecting shy respondents.
Prepare & details
Analyze how active listening skills contribute to a successful interview.
Facilitation Tip: In Topic Survey Challenge, provide sentence stems on the board to help groups transition from closed to open questions smoothly.
Setup: Panel table at front with microphone area, press corps seating
Materials: Character research briefs, News outlet role cards (with bias angle), Question preparation sheet, Press pass templates
Whole Class: Mock Guest Session
Class collaborates to create questions for a 'guest speaker' (teacher or student volunteer). Conduct the live interview with a designated listener-recorder. Review as a group, noting effective techniques and improvements.
Prepare & details
Evaluate the ethical considerations when conducting and reporting an interview.
Facilitation Tip: For Mock Guest Session, assign roles like interviewer, note-taker, and observer to ensure every student participates actively.
Setup: Panel table at front with microphone area, press corps seating
Materials: Character research briefs, News outlet role cards (with bias angle), Question preparation sheet, Press pass templates
Individual: Self-Reflection Edit
Students record a short self-interview on a personal topic using a phone. Transcribe notes, then revise questions for openness and add ethical checks. Share edited version with a partner for feedback.
Prepare & details
Design open-ended questions that elicit detailed responses in an interview.
Setup: Panel table at front with microphone area, press corps seating
Materials: Character research briefs, News outlet role cards (with bias angle), Question preparation sheet, Press pass templates
Teaching This Topic
Teachers should model interviews first, showing how open questions invite richer answers than yes/no ones. Avoid overloading students with too many techniques at once; focus on one listening skill per activity to build mastery. Research shows that guided practice with immediate feedback helps students internalize questioning and listening habits faster than long explanations.
What to Expect
Successful learning looks like students confidently crafting open-ended questions, demonstrating active listening with paraphrasing and eye contact, and reflecting thoughtfully on ethical considerations. By the end, they should be able to explain why preparation and consent matter in interviews.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Peer Hobby Interviews, watch for students assuming closed yes/no questions work best for all interviews.
What to Teach Instead
Have students test both question types on their partners and compare the length and detail of the answers. Guide them to notice how open-ended questions uncover richer stories and why that matters for engaging listeners.
Common MisconceptionDuring Topic Survey Challenge, watch for students believing listening means staying silent without interrupting.
What to Teach Instead
Use the group’s survey results to highlight how active listening cues like paraphrasing ('So you’re saying your favorite topic is science because...') and eye contact confirm understanding and keep the conversation flowing naturally.
Common MisconceptionDuring Mock Guest Session, watch for students thinking interviews need no preparation or ethics rules.
What to Teach Instead
Before the session, discuss ethical scenarios (e.g., asking about personal topics without consent) and have students plan their questions in advance. Afterward, reflect on how preparation and consent shaped the quality of the interview.
Assessment Ideas
After the Peer Hobby Interviews, distribute a short scenario and ask students to write two open-ended questions and one active listening technique they used. Review responses to check their understanding of question types and listening skills.
During Peer Hobby Interviews, have students use a checklist to assess their partner’s performance, noting whether they asked at least two open-ended questions, used paraphrasing once, and maintained eye contact. Partners give one specific suggestion for improvement.
After the Mock Guest Session, ask students to write one sentence explaining why obtaining consent is important before interviewing someone, and list one ethical concern to consider when reporting information from an interview.
Extensions & Scaffolding
- Challenge: Pairs who finish early can add a third round of questions that probe deeper emotions or reasons behind their partner's answers.
- Scaffolding: Provide a bank of open-ended question starters (e.g., 'Can you describe...', 'How did you feel when...') for students who struggle to formulate their own.
- Deeper: Invite a guest speaker (e.g., a librarian or scientist) for a real interview session, then have students compare their mock practice to the real experience.
Key Vocabulary
| Open-ended question | A question that cannot be answered with a simple 'yes' or 'no', encouraging a detailed response. |
| Active listening | Fully concentrating on what is being said, understanding the message, and responding thoughtfully. |
| Paraphrasing | Restating someone's ideas or words in your own words to confirm understanding. |
| Clarifying question | A question asked to gain more information or to make sure you understand something correctly. |
| Consent | Permission given by someone to be interviewed or for their words to be used. |
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