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We understand more as we reread and converse as well as bounce ideas with our friends. 

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We understand more as we reread and converse as well as bounce ideas with our friends. 

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The unpacking of the key information helped deepen understanding. Having others validate your thoughts and collaborate to make meaning.

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The unpacking of the key information helped deepen understanding. Having others validate your thoughts and collaborate to make meaning.

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Rereading & Collaborative Meaning Making is Useful

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Rereading & Collaborative Meaning Making is Useful

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Conduct Reading Circles and Give students the same opportunity to collaborate

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Conduct Reading Circles and Give students the same opportunity to collaborate

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Learning deepens when we listen to the members' sharing and we gain new insights

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Learning deepens when we listen to the members' sharing and we gain new insights

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Structure set up by the teacher is essential for them to launch such discussions

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Structure set up by the teacher is essential for them to launch such discussions

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The more we re-read the text, deeper questions emerge and I find that curiosity comes quite naturally as more decoding takes place.

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The more we re-read the text, deeper questions emerge and I find that curiosity comes quite naturally as more decoding takes place.

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Rereading coupled with sharing of thoughts / opinions / questions are important in order to truly appreciate a text.

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Being in a team with clear defined roles allows us to advance our reading and comprehension

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Being in a team with clear defined roles allows us to advance our reading and comprehension

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It is shaped by our personal experiences, what we want to learn more of and our own knowledge/beliefs at the point of reading.

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Repeated readings of the poem progressively deepen my understanding.

First reading: Initial impressions and grasps the literal meaning

Second reading: Deeper analysis, exploring language, structure and symbolism

Third reading: Focuses on the poet’s intent, connecting it to the personal experiences.

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meaning making of an unfamiliar text can happen wtih structures and conditions spelt out before the task

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meaning making of an unfamiliar text can happen wtih structures and conditions spelt out before the task

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As we hear the other members' sharing their own interpretations, our original perspectives/interpretations change too.

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Similar to the idea of jigsaw puzzles. I felt that all of us have some puzzles and we are creating a picture based on our own intereptations. I realised the importance of talking and building on ideas. I also find it interesting to listen to my groupmates' options and insights.

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We will be able to understand the poet's intent as we read and reread what he/she has written.

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It helped that we were able to listen to our friends sharing as it deepened our understanding of the poem.

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structured grouping that gives students their voice

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structured grouping that gives students their voice

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Reading and meaning-making are seperate processes. Sometimes, we can read without understanding.

Meaning-making is recursive and cyclical. We build up our understanding of our text from repeated re-readings which help us to discover new questions, misunderstandings, biases etc. Oftentimes, this means that we will go through a period of feeling very confused before we finally start getting a hang of what teh text is about.

Discussion and exposure to other perspectives is also key to building up a holistic understanding of what we read.

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Having group discussions help me to understand the poem better. It is important that do our reading prior to the discussions too.

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Our prior knowledge and experiences helped us to better understand the poem.

The sharing of ideas from our group members also deepens our understanding.

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There was a shift in perspective as we re-read the text and listen to others' sharing. Listening to our team members' sharing also helped to build on our understanding and understand the text on a different level. There is a lot to unpack.

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To understand a text better, we need to re-read and make connections. The more we re-read, the more we are able to connect the dots better.

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Allowing time to digest what was shared was helpful in crystalising our own meaning making.

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When we go through multiple times of reading, different things catch our attention and allow us to make better meaning of the text.

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Our prior knowledge, personal experiences and perspectives affect how we interpret a text

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It's very personal. But it's good to listen to others to get a different point of view

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It's very personal. But it's good to listen to others to get a different point of view

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I think it is important to listen attentively to allow diversity of views.

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Having everyone to share and also share in a concise manner (1 min) keeps the discussion focused and also maintains the pace / tempo of the conversation. Easier to bounce off each others thoughts.

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Having everyone to share and also share in a concise manner (1 min) keeps the discussion focused and also maintains the pace / tempo of the conversation. Easier to bounce off each others thoughts.

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We understand more when we collaboratively construct meaning. It fosters a dynamic exchange of ideas which promote a deeper understanding of the text.

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How we interpret a text will depend on our prior knowledge and experiences.

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ground rules on mutual respect and active listening 

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ground rules on mutual respect and active listening 

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Rereading the poem

Collaborative reading

Structures set at the start ( timekeeper, facilitator…)

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One's prior experience before reading the poem. Hearing each other's thoughts and perspectives helped in deepening our understanding of the poem.

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A structure in place to ensure that the discussion is meaningful.

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Re-reading definitely enriched my understanding of the text. The uninterrupted sharing of what I read allowed me to explore my own thoughts freely(would be great in a classroom setting); to build confident learners and their critical thinking as well

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We understand a text based on our prior knowledge (or lack of it) on a particular topic. We may even relate it to our personal experiences. Discussing with our peers helps us understand a text better and can also open up our minds to different interpretations of the text.

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What to look out for during the various readings.

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Re-reading a couple more times and listening closely to the ideas that others have

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Re-reading a couple more times and listening closely to the ideas that others have

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Being open to others' opinions will help us to better see things in a different light.

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Power of different perspectives

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The more times I read, the more questions I have about what I am reading. :D

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1) Turn-taking

2) A period of time where everyone can share what they feel/think without interruptions/debate/question

2) Guiding questions

3) Doing your homework (I didn't :( and had to rush to catch up)

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It is true what Dr Seuss said, "The more you read, the more you know"

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I think we understand more with each reading. Although, we might have understood the content in the first two readings, the third reading might help us to pick out certain patterns that may not have been very obvious or even the subtext or tone that the author is trying to portray.

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Reading is a process which can be developed with more practice.

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I think sufficient time is important to establish connections between a reader, a text, and the other readers.

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Re-reading and discussing a text with a friend deepens one's understanding of the text.

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Re-reading and discussing a text with a friend deepens one's understanding of the text.

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Having some prior knowledge helped us to shape our thinking and the way we read & interpret the poem. The small group discussions facilitated our thinking and changed the way we perceive certain things.

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Safe environment

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Engaging in a conversation with teammates helped me to make meaning of the text. Having clear roles allocated to us also helped to move the discussion forward without wasting time on allocation of roles.

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other than re-reading, how else can we strengthen our grasp of a certain text? Or if we have little to no context of the text we are reading, will we be disadvantaged to form an opinion?

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Having a schema on bits and pieces about the History of Vietnam. The Napalm bomb and a recollection of that photo of a Kim Phuc Phan Thi help to advance my reading.

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Having a schema on bits and pieces about the History of Vietnam. The Napalm bomb and a recollection of that photo of a Kim Phuc Phan Thi help to advance my reading.

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Discussion and reflection of others' responses can help us think more critically about our understanding of a text.

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Listening to my other members help me to connect the dots as their responses help to answer some of the questions that I may have.

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Re-reading allows me to scrutinise parts of the text and not just have a general understanding.

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Giving each member a chance to share their views without interruption allows for everyone to have a chance to think about other members' views towards the text, providing further insight to points we might not have noticed

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When we talk and listen to others, we can deepen our understanding and consider other viewpoints.

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The 1min timing given to all allows us to be focused in sharing. Everyone gets equal air time. Active listening allows us to take on difference perspectives too.

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Giving them the time & opportunity to explore their ideas in a judgment free zone

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Allow my students to share without telling them what is right/wrong

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While listening to the ideas of others, link up their ideas with mine to further develop my understanding in my reading. 

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While listening to the ideas of others, link up their ideas with mine to further develop my understanding in my reading. 

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Structures will help to shape the behavior of our students. Good to set them right.

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Takes practice and context of the readers is also important. I wonder how students will respond and I reckon quite a bit of practice is needed for a younger group to get comfortable and be candid with their responses.

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Takes practice and context of the readers is also important. I wonder how students will respond and I reckon quite a bit of practice is needed for a younger group to get comfortable and be candid with their responses.

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Having assigned roles helps instil a sense of ownership in terms of what we can bring to the group.

Guiding questions help us ensure our discussions are steered in the right direction.

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It is interesting to hear from others and appreciate different points of view.

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their attention span needs to improve; we need to up their level of curiosity

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Rereading results in a deeper understanding of the text.

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Ground rules, teachers need to explicitly model what is active listening, clear distribution of roles

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Besides structures, learning the value of sharing and respect for each others' views is important.

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Having some visuals aids of pics and bit-size stories. Such as the curren Gaza war will help me build an analogy to this poem.

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Having some visuals aids of pics and bit-size stories. Such as the curren Gaza war will help me build an analogy to this poem.

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Being present and giving others a voice through listening attentively helped me gather more ideas and perspectives about the text which I may not have before.

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I like the idea of incorporating the 1 min interrupted talk and assigning specific roles to each team members help the group stay on task

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Provide opportunities for smaller group conversations intentionally. Most importantly, the topic must be an open ended discussion.

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Give them the time to ask questions within themselves and from others

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Prior knowledge. & also, re-reading a few times.

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Understanding is multi-layered and multi-faceted, largely shaped by our schema

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Understanding is multi-layered and multi-faceted, largely shaped by our schema

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If a child is unable to understand the poem, perhaps the group discussions will greatly help the child as he/she can hear how the others interpreted it. During which, he/she may also ask questions to facilitate thinking and generate ideas for further discussions.

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Reading and sense making take time. Sometimes we have to re-read and make connections to what we think we understand about what we have read.

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Reading and interpreting the text as group is fun! It's refreshing to hear each other's meaning making process.

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We interpret the text different based on our own experiences. Because of our life experiences, we have different schema which leads us to having different levels of understanding of the poem.

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identifying roles of each members would help. perhaps modelling how to unpack the text would be good for beginners.

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identifying roles of each members would help. perhaps modelling how to unpack the text would be good for beginners.

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Having students discuss their reading of the same story and to think critically about some of the issues raised as the discussion goes along.

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Provide more time to read the text but also ensuring that instructions given are clear so students will not be just staring at the text

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Different readers have different perspectives, emotions and backgrounds which can affect our interpretations of the poem.

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They need time, respect and cooperation from others.

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Reading and rereading allows us to check and confirm our understanding of the poem/ text.

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Give them wait time to think and share their responses.

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Providing us with the text prior to the workshop is useful as time is crucial to allow us to make meaning of the text and understand it at a deeper level.

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Our prior knowledge and background (social/cultural) matters in reading.

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Students will need to be able to put the structure into practice regularly for different text.

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Conversations with different people/group members

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Think aloud, provide question/respond handles so they can gain confidence, create an open environment for different opinions

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Think aloud, provide question/respond handles so they can gain confidence, create an open environment for different opinions

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Create a safe space for students to discuss freely. Students do not have to fear and hold back sharing their personal responses.

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Listening without interrupting enables us to co-construct meaning and unpack the poem. We built on each other's responses and this helped us to understand and interpret the poem better.

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Demonstrate with a smaller group. Have think aloud demos.

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Time and patience are of the essence :)

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Strategic questioning which encourages students to interact with the text, promoting active engagement and deeper understanding.

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Safe environment, ground rules for discussions.

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Individual Accountability by assigning roles and allows for simultaneous interaction as the rounds progressed

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Individual Accountability by assigning roles and allows for simultaneous interaction as the rounds progressed