Jan 25- Feb1: Reflections on Your First Discussion Group
Take a brief moment to reflect on your discussion group by posting one thing that you found interesting about it. If you'd like, also consider this question: How do you think next week's discussion groups will be different when we try out some of our new knowledge on literature circles?
posted by Bucky C. at 7:21 PM
8 Comments:
I think that if our group would've taken the first few minutes to dive into the conversation instead of searching for direction, I think our discussion would've more productive; I'm not saying it wasn't productive, but some people didn't get to speak as much as they could have.
But that aside, our group mirrored discussion groups from Margo's language, literacy, and culture course from last semester when we discussed short stories. (Potentially) everyone had an opportunity to say what they thought of the book and how they'd use it in a classroom (if they would do it at all). And since we weren't given specific directions, I thought the conversation flowed and we were able to take some things out of it. Everyone showed respsect and it never felt like one person was talking the entire time, running the show.
I think next week's lit circle will resemble a true-to-form lit circle more, which I'm looking forward to seeing. Hopefully the conversation will be productive and everyone will have an opportunity to participate.
Two things in regards to these posts, which I'm very grateful to see, so thanks to you both, and here's hoping your peers will follow your leads:
1. Remember that our article (written by a real-life hs English teacher who uses LC's in her hs classrooms) says that inventing new roles in LC's is an acceptable thing to do. Heck, maybe even after a while, your students would suggest new roles to you. As for the listener role, it makes me think that if one person is the designated listener, then the others aren't? See where I am going with that? I think *everyone* is a listener in the LC, even if nobody is assigned that role specifically. So, maybe everyone would wear their listener necklaces at once? Another thing about the listener role is that it would still need a built-in accountability, preferably tied to some writing task to be reported on. Maybe the listener could be the rephraser or moderator when discussions got heated. The writing task would be to complete this sentence, "What I hear you saying is....? Like a watered-down peacekeeper of sorts..
2. I want to mention that I did not expose you all to lit circles as a critique of any other strategies you may have seen modeled. I did want to point out the difference in a discussion group and a full-on authentic literature circle as the field defines it, however, and offer you a means to expand your repetoire of skills/strategies. There are definitely appropriate times to use the other types of discussion formats you've seen modeled or tried out in other classes.
Rob brings up a good point: of course literature circles wouldn't be ALL you'd want to do in a class. Can you imagine a 70-90 minute literature circle? Phew!
One things Mrs. Waldron forgot to mention is that she does ask each group to come meet with her at a kidney table and helps them along their way, offering some instruction, modeling, and doing some of the tasks herself. She then sends the group on its way, more focused than ever, and invites another group to come see her. The kids love the attention they get, as it is much more individualized than it would be in the whole-class setting.
And, once more, I'll restate that the Ericson book is geared toward the high school English class, and on p.161 you'll find a bio of the LC's chapter's author stating that she does "practice what she preaches" with actual high school students.
I love that many of you seem to think that every high school English classroom is going to be an intellectial paradise. It shows a real excitement to get into the classroom and dig into some work. My hope is that you can remain as excited as you learn that the reality of the situation is that there's a much broader span of students and levels out there awaiting you, that you're expected to cherish and respect and get to know and create learning with a multitude of students who will not always share your passion for reading.
Not being a bummer here: teaching is great, but not everyone will share your passions. Otherwise, who would teach Science? ;)
I want to echo what Bucky said about listening. There has to be emphasis on the listening aspect of the circle. This isn't just something that English majors do. Just as Ms. Waldron mentioned, students love to tell students what they've missed or what they've done wrong or differently. My only point of contention with the circle is that this aspect seems to be glossed over. I think it'd be worth discussing structure of listening, comments, and criticism with students. As Bucky mentioned, every member needs to be a listener. I personally have no idea how to effectively teach students to listen and respond to one another instead of waiting for their turn to talk. I want to make sure when students enter my classroom, they don't feel like they have to be given time by the teacher to be heard, but instead have respect from their fellow students. To do so, I'd personally like some strategies that make discussion truly discussion, and not successive responses. Alverman from "Using Discussion to Promote Reading Comprehension" says three things of true discussion: 1) Multiple points of view and willingness to change opinion; 2) Students must interact with one another and the teacher; 3) A majority of the verbal interactions must be longer than two or three word phrases.
These don't fit lit circles exactly since responses are slightly more objective, but I think it's important to keep this in mind when teaching students how to "discuss." I think it's a worthwhile corollary to lit circles to take up as teachers who are trying to make better English students.
I have worked with Literature Circles at Monticello High School during my 488 field placement and I love it. The Lit Circles used in Mr. Eliason's 11th grade honors class are very effective for creating Study Guides and actually creating peer discussion.
I was excited to begin our lit circles and looked forward to the unknown, the challenge. We had a great discussion about The Chocolate War. I feel as though everyone was engaged and we did cover a good amount of information. I do believe that we needed more time as everyone didnt get to present their ideas for teaching The Chocolate War in the classroom, which I find most important about the lit circle.
It is always interesting in any group work to see the dynamic and the meshing of people coming together to discuss a topic. I look forward to the weeks ahead.
It was nice to get a chance to talk about this book with everyone, and being (more or less) adults made it easy for us to do it all without a lot of structure. On the other hand, some people were mighty quiet during the conversation, and so having assigned roles would help bring more into the group, I think.
To piggy off of Amy's and Brooksie's comments: it really is a bad idea to just put kids in groups and "let them go." In my experience, group work is most efficient and effective when the groups are small (no larger than 5 if you can do it), there are clear expectations of all members, and there is an immediate accountability required of the group (presenting to the whole class, sharing a finished product, etc).
I think that tonight when we have the use of the literature circles we will find that the conversation will flow easier in the beginning. I know that initially with our group there was a nice extended awkward pause before someone finally took the leadership role and prompted us all to begin with a provocative comment. I think its going to be great.
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