Learning Circles
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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 illustrator, summarizer, or discussion leader during meetings. The teacher facilitates the groups but does not lead them. Students choose their own books to read and discuss in their groups. They are evaluated based on participation, having their role completed, and a final presentation about the book. The goal is for students to enjoy reading and discussing literature with their peers.
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Slide 2
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- The teacher facilitates but does not control collaborative learning, while in cooperative learning the teacher maintains more control over the process and may assign specific roles, tasks or products.
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The document discusses cooperative learning, which involves organizing students into groups where they work together to maximize their own and each other's learning. It is defined as learning that is dependent on information sharing between group members, with each student accountable for their own learning and that of others. Benefits include improved achievement for all students, positive social and psychological development, and replacing competition with cooperation. Key aspects are positive interdependence, individual accountability, appropriate group formation, and social skills. The teacher's role is to structure lessons, tasks and the environment for cooperative work, facilitate learning, and provide support and feedback rather than direct instruction.
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The document discusses collaborative learning, which is an educational approach where students learn in groups. It outlines some shortcomings of traditional learning methods like memorization and lack of critical thinking. Collaborative learning involves students working together on tasks and projects, sharing ideas, and understanding different perspectives. The benefits include better understanding through discussion and idea sharing. Effective strategies include clarifying roles, forming diverse groups, and using technology to facilitate remote work. The teacher's role is to form groups, provide resources, and assess student work in groups.
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Dialogue Education
An educational session introducing Dialogue Education in the context of higher education, professional education, and workforce training contexts
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Collaborative learning involves students working together to achieve learning goals or complete projects. It is a natural social process where students share ideas and solve problems together. Collaborative learning allows for freedom, creativity, and diverse outcomes. It is based on principles like making students the focus, emphasizing interaction and practical application, working in groups, and addressing real-world problems. Benefits include improved higher-order thinking and preparation for social and work situations. Cooperative learning is a more structured approach where students work in teams under more direction from the teacher.
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Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
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This document discusses cooperative learning and its key aspects. It is presented by Prof. Chavan Kalpana and addresses the definition of cooperative learning, its basic concepts and elements. Cooperative learning involves students working in teams to accomplish common learning goals and incorporates positive interdependence, individual accountability, and promotive interaction among group members. The document outlines various techniques, roles, and benefits of cooperative learning.
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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.
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This document discusses literature circles, a strategy to promote reading engagement among students. It involves students choosing their own books to read within small discussion groups. Key benefits include personal choice increasing motivation, discussions fostering enjoyment and comprehension, and replacing worksheets with oral conversations. The author provides guidance on setting up and facilitating literature circles, and encourages using blogs, videos and other digital tools to further reading engagement within and beyond the classroom. Student quotes illustrate how literature circles have helped develop passion and improve attitudes towards reading.Literature Circles
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Literature Circles
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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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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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.
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Using Literature Circles provides guidance for teachers on connecting fiction books to students' real lives through literature circles. It recommends generating student excitement about upcoming activities, choosing books based on themes students can relate to, allowing students to rank their top book choices to form small discussion groups, and giving each group member a role such as recorder, artist, or question generator to keep reading focused and on track. Suggested books that connect to students' interests include the Bluford High series.
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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.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It describes literature circles as reader response centered, structured for student independence and ownership. Various roles are assigned like discussion director, literary luminary, and connector. Challenges of managing literature circles include developing an understanding of roles and teaching group work skills. Suggested strategies to address challenges are modeling expectations, practicing roles, and establishing time for reading.
Literature circles with iPads
This document discusses using literature circles with iPads. It explains that literature circles allow for structured reading activities, responses to readings through assigned roles, and discussion. Students are placed in groups based on their learning styles and reading levels and each is assigned a role. iPads are used for research, reflection, analysis, organization, presenting evidence and creating presentations. Through this process, students learn teamwork skills, different perspectives, higher and lower order thinking, their own learning styles, and how to select appropriate apps to complete tasks.
Literature Circles - Roles
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.
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.
Literature Circle Part 1
The document provides information about using blogs for online literature circles. It defines literature circles as student book clubs and discusses how they can be adapted to an online format. It includes examples of student blog posts and comments responding to assigned readings. Guidelines are presented for setting up blogs to structure literature circle discussions, including creating pages for group information, assignments, and guidelines. The document also provides a sample set of blog guidelines that address teacher moderation, parent notification, and student privacy. Students are instructed to complete planning documents and an application to set up their online literature circle blog.
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Using social networks and ICT to enhance Literature Circles
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Similar to Learning Circles
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.
Literature Circles 2011 Summer VAT Meeting
Literature circles involve students reading the same novel or story independently and meeting periodically in small groups to discuss what they've read. During these meetings, students take on different roles like discussion director, vocabulary enricher, or literary luminary to enhance comprehension and promote collaboration. The document provides examples of basic literature circle models where students choose books, read independently, and meet weekly to discuss in their groups. It also describes a talking stick model where students use popsicle sticks to regulate discussion turns. Overall, literature circles allow students to read independently yet still engage in meaningful discussions about texts.
Literature circle
Literature circles involve small temporary discussion groups where students read and discuss the same work of literature. Each member takes on specific roles during discussions such as summarizer, illustrator, or discussion leader. The circles meet regularly with changing roles to engage students in rich conversations about the text. Teachers facilitate but do not lead discussions. Benefits include opportunities for all students to participate, actively construct meaning, and learn analytic strategies by practicing different roles that show literature can have multiple perspectives. Assessments include reflection on ideas learned, contributions of group members, and ways to improve discussions.
Literaturecircles
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
Literature circles ppt for lit workshop 141210
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
Burnaby lit circles
First half day of a 4 day inquiry series with teachers in grades 4-7, focusing on including all learners in lit circles.
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.
M. mortimer ncmsa- engaging reluctant and struggling students in ms
M. mortimer ncmsa- engaging reluctant and struggling students in msNorth Carolina Association for Middle Level Education
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way reading and writing are taught, allowing for differentiation, and developing students' independent thinking and 21st century skills.Engaging Reluctant and Struggling Students in Middle School
Engaging Reluctant and Struggling Students in Middle SchoolNorth Carolina Association for Middle Level Education
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way teaching is done to develop independent learners and thinkers while meeting standards.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.
DIFFERENTIATED-LITERATURE-CIRCLES.pptx
1) Differentiated literature circles aim to engage students in critical thinking through discussion of texts. It promotes collaboration and social construction of knowledge.
2) Literature circles are based on social constructivism and the idea of a "more knowledgeable other" who facilitates discussion. They develop positive reading attitudes and provide social opportunities students enjoy.
3) Benefits include developing responsibility, engagement, collaboration, scaffolding reading difficulties, and exciting teaching. Literature circles provide a supportive environment for discussion and learning appropriate literary responses.
Unit Map & Calendar
This document provides a 10-day calendar for a dystopian literature unit plan. Each day focuses on a different aspect of studying dystopian texts through literature circles. Students will be divided into literature circles based on their preferences of assigned dystopian books. Throughout the unit, students will participate in literature circle roles and discussions, lessons on philosophical concepts in the texts, debates, and a final group presentation on their assigned book. The goal is for students to gain an understanding of dystopian literature and analyze how the books relate to political concepts and issues.
Lang arts in the e classrm chapter2
Teachers have several options for organizing language arts instruction including literature focus units, literature circles, reading workshops, and thematic units. Literature focus units involve reading and exploring a single text as a class and creating related projects. Literature circles involve small groups reading different texts and taking on discussion roles. Reading workshops have students independently reading self-selected texts and writing workshops involve independent writing time. Thematic units integrate social studies and science topics across the six language arts. Effective instruction combines direct teaching, small groups, and independent work.
Independent reading
The document discusses the structure and purpose of independent reading time in the classroom. It provides details on how teachers can conduct mini-lessons, conferences with students, and sharing sessions. The main goals of independent reading are to give students practice with reading strategies and responsibility for their own reading growth through teacher conferences, selecting "just-right" books, and developing reading habits.
Cooperative learning with_carousel_brainstormi
This document describes the cooperative learning strategy of carousel brainstorming. It involves dividing students into small groups that rotate between stations in the classroom, spending designated time at each station brainstorming ideas in response to questions posed. As groups rotate, their ideas are recorded at each station so that all groups can read and build upon the ideas. The roles of recorder, speaker, and mediator are assigned to structure participation. Sample questions and a wrap-up activity are provided as an example for using this strategy to brainstorm books related to social justice themes.
Askew winning writers workshop 2012
This document discusses the Writer's Workshop approach to teaching writing. It emphasizes that students learn to write best when they write frequently, on self-selected topics, and receive guidance from the teacher. Key aspects of the workshop include students choosing their own writing topics, mini-lessons from the teacher, student-teacher conferences, and opportunities for students to publish and share their work. The overall goal is for students to see themselves as writers and gain confidence in the writing process.
Edu363litcircles
Literature circles involve small temporary discussion groups where students choose their own reading material. The groups are student-centered and allow for independence, responsibility, and ownership over reading. Students take on roles like facilitator, illustrator, or connector to guide discussions focused on insights and questions rather than skills or the curriculum. Benefits include student-centered learning, collaboration, and empowering students to find their own meaning. Challenges can arise from a lack of external incentives, discomfort with collaboration over competition, adherence to timelines, understanding of roles, and opinions on grouping.
Literature circles trial
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
Bc week 5
This document provides an overview of Week 5's focus on reading instruction and resources for teachers. It discusses marking, affect vs effect, and a professional learning opportunity. Week 5 will focus on reading theory, the importance of reading, behaviors, and strategies. Week 6 will focus on practice, assessment, struggling readers, and growth mindset. Teachers are asked to review curriculum expectations and explore listed resources to implement the reading strand. They will critique one resource and discuss how it addresses principles or expectations. The document also discusses the importance of literacy, challenges some students face with reading, and the Gradual Release of Responsibility model of moving from teacher-led instruction to independent student work.
Way Beyond Dick and Jane Day 3
The document summarizes key aspects of Phase 2 of the SEM-R reading framework. It discusses supporting independent reading through individual conferences and differentiated instruction. Conferences provide support for student needs, enthusiasm about books, and opportunities to assess reading levels and promote higher-order thinking. Effective conferences include common elements like beginning, core, and conclusion sections. Teachers must differentiate questions, strategies, and documentation based on individual student needs. The goals of Phase 2 are for students to enjoy appropriately challenging books and develop self-regulation skills.
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Learning Circles
- 1. Literature Circles Tracy Hardwell Pearl Public School District
- 12. ILLUSTRATOR: Draw some kind of picture related to the reading—could be a sketch, cartoon, diagram, flow-chart, or stick-figure scene.
- 13. SUMMARIZER: Prepares a brief summary of “today’s reading” which conveys the main highlights or the key points in the pages read.
- 14. PASSAGE MASTER: points out interesting or important passages within the reading—could be interesting, powerful, funny, puzzling or important
- 16. CONNECTOR: finds connections between the reading material and the outside world—such as personal experience, school, community, a topic studied in another class, or a different work of literature
- 24. How much time should be allowed for each book? It should take about 3-4 weeks for each book to be read
- 25. How are books chosen? Choices are nominated and students choose the order they want to read in