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How do you conclude a session like that? 

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How do you conclude a session like that? 

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Is there some sort of a programme guide to guide teachers in the very first implementation of the session - what could the focus of various sessions be about, etc and the focus

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Participants need to be active listeners to be able to acknowledge, affirm and encourage as they move along in the processes. Teachers will definitely need to explicitly teach that prior to the start of the protocol.  The challenge is there and real as the teacher facilitator may not be there to direct participants to be actively participating. 

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Participants need to be active listeners to be able to acknowledge, affirm and encourage as they move along in the processes. Teachers will definitely need to explicitly teach that prior to the start of the protocol.  The challenge is there and real as the teacher facilitator may not be there to direct participants to be actively participating. 

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How do we help address students' need for a final one right answer?

Is Reading Circle mostly an avenue for affirming responses and not to justify why a certain response may not be so accurate?

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What is the end objective of Reading Circles?

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Must the reader's response be verbal? Could the students respond via Padlet perhaps?

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Looking forward to hearing students' perspectives. I think it would be a bonus if the teacher has good TSR with the students. Students are willing to share when they are comfortable.

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Looking forward to hearing students' perspectives. I think it would be a bonus if the teacher has good TSR with the students. Students are willing to share when they are comfortable.

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Just concern on sustaining the interest of the pupils if the reading protocol is to be adhered to in every lesson. Then it becomes "very routine" for them

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1. In the event that a student's interpretation is completely off-topic and does not make sense, do we try to guide the student towards re-interpreting the text or do we allow the student to hold on to their understanding?

2. In terms of providing students with some scaffolding during the pre-reading, how much is too much? Where do we draw the line between allowing our own interpretation(s) to colour the students' understanding and providing sufficient background information to help the student to better understand and enjoy the text?

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Munawarrah: How best can we conduct the reading circles? Are discussion roles important? I think it is scary to chair a session (from a child's perspective) if they are not familiar with the topic. I fell into the trap of almost dominating the sessions as my perception of chairing was trying to round up the conversation each time someone speaks!! :)

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Munawarrah: How best can we conduct the reading circles? Are discussion roles important? I think it is scary to chair a session (from a child's perspective) if they are not familiar with the topic. I fell into the trap of almost dominating the sessions as my perception of chairing was trying to round up the conversation each time someone speaks!! :)

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Can Reading Circles be conducted in conjunction with P4C (Philosophy for Children)? Both frameworks calls for the interpretation of text based on reader's interaction with stimuli

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Generally no concerns. Fully embrace the Reader response approach. Will try the microlab protocol but may tweak it a bit to suit my students and my personal style. The bottom line is to ensure that all my students have a chance to get airtime for their thoughts and opinions and to learn by listening to their peers.

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Is worksheet essential in RC?

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How do I select students for this reading circle? Not all HP students are passionate about reading. If I were to open up this to HP passionate readers, how can I go about doing it? Is there any pertinent criteria I should look out for?

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How do I select students for this reading circle? Not all HP students are passionate about reading. If I were to open up this to HP passionate readers, how can I go about doing it? Is there any pertinent criteria I should look out for?

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What can I do to get the less vocal students to talk in that one minute? What if they do not want to talk? This reading circle will work for HP students. But if I want to target at MP students, what can I do to facilitate such students better?

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How do we select appropriate texts for RC? Does it have to be tied to the syllabus and what is the end objective in mind?

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1. How can we conduct RC with a class of >40 students?
2. Could we perhaps use RC to unpack a comprehension text together?
3. Before we conduct RC, would it be useful to share stories/show some visuals so that students have some basic understanding of the topic of the text?

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I can see myself using this for Comprehension and comprehension cloze, to get students to make meaning of the text they have read before attempting the questions. I am just wondering if there are any other components that Reading Circles will work well in?