Discussion Circle Procedure Sheet
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The document outlines the procedure for discussion circles. It instructs students to bring necessary materials and for the discussion director to begin. Each student then takes a turn sharing their assigned role and the group comments on each role. The process continues until all students have shared. If time remains, the group can discuss general opinions of the book based on suggested topics such as favorite characters or themes.
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TCH505 Literature Circles Slideshare
Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
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This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete while reading such as identifying important words, finding connections, selecting passages to read aloud, writing discussion questions, drawing a related picture, or preparing a summary and discussing how one's thinking changed. Taking on different roles each meeting is meant to make discussions more engaging and ensure everyone participates.
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The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
Intro To Lit Circles
Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
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Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
Literature Circles: An alternative way to use books in the classroom
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
Reading Circle
This document outlines the roles and responsibilities of group members for literature circle discussions. It describes the jobs of Connector, Discussion Director, Illustrator, Word Finder, Correspondent, and ways to have a good discussion. Students are also instructed to reflect on their participation and how they can improve. The roles involve sharing connections, creating and discussing questions, drawing artwork from the reading, highlighting interesting words, summarizing sections, and ensuring all students contribute to the conversation.
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TCH505 Literature Circles Slideshare
Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
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The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
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Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
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Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
Literature Circles: An alternative way to use books in the classroom
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
Reading Circle
This document outlines the roles and responsibilities of group members for literature circle discussions. It describes the jobs of Connector, Discussion Director, Illustrator, Word Finder, Correspondent, and ways to have a good discussion. Students are also instructed to reflect on their participation and how they can improve. The roles involve sharing connections, creating and discussing questions, drawing artwork from the reading, highlighting interesting words, summarizing sections, and ensuring all students contribute to the conversation.
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The document outlines the roles and responsibilities of 8 different positions for a book club discussion. The Amazing Assembler is responsible for finding connections between the book and their own life or other works. The Discussion Director thinks of questions for the group to discuss the chapter. The Character Cop analyzes a character and provides evidence from the text to support their analysis. The Word Wizard collects interesting or difficult words and looks them up in the dictionary. The Summariser Sergeant summarizes the main events of the chapter. The Literacy Leader leads the discussion and keeps it moving by asking questions.
Literature circles start to finish
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
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Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
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The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
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The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
Literaturecircles
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The document provides guidance for literature circle roles including discussion director, summarizer, connector, illustrator, and literature enhancer. It outlines the responsibilities for each role such as developing discussion questions, preparing a summary, connecting the reading to other topics, drawing an illustration related to the reading, and focusing on specific elements like vocabulary or passages. It also suggests some extension project ideas that group members could complete like creating an alphabet book, CD cover, or bookmark related to the book.
Best literature circle presentation
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
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Each member of a literature circle has a designated role to fulfill such as vocabulary enricher, summarizer, connector, passage master, or researcher. The vocabulary enricher teaches new words from the reading, the summarizer gives a brief summary of events, the connector finds similarities to other works, the passage master shares well-written excerpts, and the researcher provides outside information related to the book. Members take turns fulfilling roles and the discussion leader ensures participation and generates questions for discussion.
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This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
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To actively engage with literature, readers should go through three easy steps: 1) Pre-view the text by considering the title, author, and structure to develop expectations. 2) Highlight words or sections that stand out. 3) Annotate by writing marginal notes to critically summarize and select important parts. The document provides guidance on how to actively read literature through previewing, highlighting, and annotating a text.
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The document provides guidance on writing a book review. It discusses that a book review aims to analyze and evaluate a book persuasively, rather than just inform about its content. When preparing to write a review, notes should be made on the author's background, writing style, purpose, and the book's format, content, and structure. The review should introduce the book and author, provide a brief summary, evaluate how clearly the book is written and if its goals were achieved, and conclude with a recommendation of whether the book should be read. Reviews balance summarizing the main ideas with evaluating the book's value.
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The document outlines the roles and responsibilities of 8 different positions for a book club discussion. The Amazing Assembler is responsible for finding connections between the book and their own life or other works. The Discussion Director thinks of questions for the group to discuss the chapter. The Character Cop analyzes a character and provides evidence from the text to support their analysis. The Word Wizard collects interesting or difficult words and looks them up in the dictionary. The Summariser Sergeant summarizes the main events of the chapter. The Literacy Leader leads the discussion and keeps it moving by asking questions.
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Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
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Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
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The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
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The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
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The document provides guidance for literature circle roles including discussion director, summarizer, connector, illustrator, and literature enhancer. It outlines the responsibilities for each role such as developing discussion questions, preparing a summary, connecting the reading to other topics, drawing an illustration related to the reading, and focusing on specific elements like vocabulary or passages. It also suggests some extension project ideas that group members could complete like creating an alphabet book, CD cover, or bookmark related to the book.
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Each member of a literature circle has a designated role to fulfill such as vocabulary enricher, summarizer, connector, passage master, or researcher. The vocabulary enricher teaches new words from the reading, the summarizer gives a brief summary of events, the connector finds similarities to other works, the passage master shares well-written excerpts, and the researcher provides outside information related to the book. Members take turns fulfilling roles and the discussion leader ensures participation and generates questions for discussion.
Literature circles
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Strategies in Reading Literature
To actively engage with literature, readers should go through three easy steps: 1) Pre-view the text by considering the title, author, and structure to develop expectations. 2) Highlight words or sections that stand out. 3) Annotate by writing marginal notes to critically summarize and select important parts. The document provides guidance on how to actively read literature through previewing, highlighting, and annotating a text.
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2) Key roles described include the Discussion Director, Character Captain, Connector, Literary Luminator, Word Wizard, and Reporter. These roles are intended to scaffold discussion and encourage deeper comprehension, vocabulary development, and social skills.
3) The goals of literature circles are for students to gain insight into texts, learn about each other through discussion, and develop verbal and social skills around books and reading. Videos are also included showing teachers and students engaging in literature circle
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This document outlines different roles for students in a literature circle discussion. It describes the Discussion Director role as leading discussion by asking prepared questions and keeping the group on task. The Summarizer role is to write a brief summary paragraph of the key points and include a prediction. The Passage Picker role is to select meaningful passages and record the page and reason for choosing each one. The Word Wizard role is to select challenging vocabulary words, find their definitions, and share the words and passages with the group. The Illustrator role is to draw and explain a scene from the text. The Connector role is to connect part of the text to another work or experience and explain the connection.
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Here are the answers:
1. T
2. F
3. T
4. F
5. T
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2. Circle seating
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2. Encourage all students that all answers and opinions are valued
3. Provide them the material to be used
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First half day of a 4 day inquiry series with teachers in grades 4-7, focusing on including all learners in lit circles.
NCompass Live: How to Lead a Book Group With No Discussion Questions Provided
NCompass Live: How to Lead a Book Group With No Discussion Questions Provided Nebraska Library Commission
NCompass Live - Oct. 1, 2014
http://nlc.nebraska.gov/ncompasslive/
Many times your book club members select a title that doesn’t come with discussion questions or someone selects a book that you anticipate will be challenging or difficult to discuss. How can you prepare and what are some tips and tricks for making the group run smoothly and the discussion meaningful? Join Vicki Wood, Youth Services Supervisor at Lincoln City Libraries and Lisa Kelly – Nebraska Library Commission - as they present lessons learned from leading book groups.2015-2016 Short Story Unit Assignment Sheet
This document outlines a unit plan for teaching literary elements in short stories to 6th grade students. Over two weeks, students will read and discuss a minimum of six short stories in literature circles. They will learn skills for annotating texts, identifying elements like plot, conflict, theme and point of view. Students will keep a journal and use their entries to draft a literary essay analyzing elements across multiple stories. The unit provides guidance on forming literature circles, selecting stories, reading strategies, leading discussions and providing peer feedback.
Literature circles
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
Literature circles in grades 6 8 chocowinity 5.2012
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iscussion Facilitation for Public Humanities Programs (Leah Nahmias)
This presentation is from the Discussion Leader Training of the Justice and War: The Experiences of Military Personnel and their Families Program.
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This program was made possible by the generous support of the National Endowment for the Humanities.
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sourcehttpsletterpile.comwritingHow-to-write-a-Philosop.docx
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
How to Write a Philosophy Dialogue
Updated on September 23, 2016
Davids writing more
Contact Author
Writing a dialogue
Writing philosophy essays doesn’t have to be boring. (Perhaps I’m not the best person to talk about this
because I never find philosophy essays boring!) The trick is to make it interesting for you. There are different
ways you can do this. In this hub I will illuminate one way in which you might achieve this. I will describe how
one would go about writing a dialogue between two or more characters. This is a legitimate way to write a
philosophy essay (some very good writing in philosophy is in dialogue form), but you have to ensure that you
cover everything that is asked of you in the essay question. Here is how.
What a Dialogue is About
A dialogue is a discussion between two or more people (or perhaps even one person and their conscience,
or a better self). It is written much like a stage play is written. So when you write a dialogue imagine that you
are writing a stage play. It requires some sort of narrative at the start to introduce the characters (and
perhaps the scenario) and then a discussion between the characters. For example:
Alan and Lady Lovelace are having a cup of tea in Alan’s parlour. As usual, their discussion becomes
somewhat philosophical.
Lady Lovelace: So what is it I hear about you and thinking machines, Alan?
Alan: Well, with the advances in modern technology and our advances in computer science, I think we are in
a good position to say that there is a possibility of a thinking machine.
Lady Lovelace: Are you quite serious, Alan!?
Alan: Certainly I am, my Lady…
This is the basic format of a dialogue. You can include more characters if you need to. Importantly, however,
you need to ensure that you answer the essay question in your discussion. This will include some
preparatory work before you go ahead and write your masterpiece. In particular, this will require analysing
the essay question and some initial planning.
Why Write a Dialogue?
There are plenty of reasons to write your philosophy essay in dialogue form. Here is a list:
• It is fun
• It is a different and creative way to write a philosophy essay
• It allows you to ask questions (by one of the characters) that you think the reader might be thinking
• A conversation between two people naturally brings out the reasons one holds a particular position,
which is very important in any philosophy essay
• Because it is naturally suited for outlying reasons for holding certain positions, it can help you in both
writing a good essay as well as getting further understanding of the topic
• It is a tried and true form of philosophical writing
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
Analyzing Stage
In the first stage it is very important to analyse the essay question. I have covered this in .
Brookfield Teaching for Critical Thinking Chapter 8 "Making Discussions Crit...
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Literature circles trial
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Yes, you can talk!
Engaging Middle School Readers in Discussion About Text: Presentation for North Carolina Reading Association 2012
Learning circles 5 6
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. Students take on roles like summarizer, discussion director, or word wizard to guide conversations. The teacher facilitates the literature circles but does not lead them, allowing students to have open conversations and evaluate their own learning. Literature circles typically meet regularly over 3-4 weeks to discuss a single book.
Example of class implementation
The document provides examples of how to structure class discussions to promote perspective taking and diversity. It describes a university psychology course that incorporates small group discussions of weekly articles. Students complete homework before class and presentations are followed by teacher-led discussion and 30 minutes of small group discussion. The document outlines formats for discussions, including generating thought-provoking questions and using discussion skills. It provides examples of discussion prompts and reflection questions to help students consider different perspectives and synthesize discussions. Sample class session plans describe generating questions from articles, conducting small group discussions, and having students journal about their discussions.
Learning circles
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. During discussions, each student takes on a specific role such as illustrator, summarizer, or discussion leader. The teacher acts as a facilitator rather than instructor, and students evaluate their own progress and share their books with the class upon completion before forming new groups.
Book club roles
This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to help members actively engage with the text in different ways such as identifying important words, finding connections, reading aloud interesting passages, asking questions, drawing related art, and discussing how their thinking changed. Taking on these roles is meant to make the book club discussions more interactive and thought-provoking.
Online Discussions, Guidelines and Suggestions
Online discussions serve the same purpose as face-to-face discussions by allowing students to question concepts, share ideas and experiences, and gain a deeper understanding of course material. The goals are to reach a shared understanding or identify multiple perspectives on a topic. Students are encouraged to ask questions, respond thoughtfully, provide support and examples, and move the discussion forward to deepen learning. Instructors will grade discussions based on the quality, insightfulness, and contribution of student posts.
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NCompass Live: How to Lead a Book Group With No Discussion Questions Provided
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Literature circles in grades 6 8 chocowinity 5.2012
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iscussion Facilitation for Public Humanities Programs (Leah Nahmias)
iscussion Facilitation for Public Humanities Programs (Leah Nahmias)
sourcehttpsletterpile.comwritingHow-to-write-a-Philosop.docx
sourcehttpsletterpile.comwritingHow-to-write-a-Philosop.docx
Brookfield Teaching for Critical Thinking Chapter 8 "Making Discussions Crit...
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