Teachers can plan student interaction to match the new emphasis. They can work in pairs, in groups, individually, or as a class: they can collaborate or work on their own. The interaction should reflect the intended perspective and be appropriate for the students. If the teaching stresses community and interdependence, collaborative learning may be appropriate—for example, when looking at history and the dependence of reformers on a grass-roots community. Students could make food chains as groups, each group making a chain with different children adding a link.
- Teachers can use group work that comes together to form a presentation when looking at abolition of slavery in history and how William Wilberforce and other reformers were part of a group (the Clapham circle) and depended on a grass-roots movement.
- Teachers can use whole-class work for singing in unison and blending sound as a whole, emphasizing interdependence and humility.
These examples show that teachers can change student interaction to reflect a change in perspective and reinforce their new way of seeing a subject.