Interlude Intrigue: Student Views on Listening to Peers in the Classroom

Abstract

Providing students voices with opportunities to share in classroom interaction is important and valuable. In this article I discuss my integration of assigned "interludes" which required students in an Introduction to Social Work course to give brief oral presentations of three types: identification of role models for the profession of social work; explanation of an excerpt from The Canadian Encyclopedia of Social Work (Turner, 2005); and a critique of an image of social workers found in any type of media. Through written feedback students provide insights into the value of this teaching method as well as suggestions for improving the process.