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Question: Will using ICT tools be more effective when sharing the students' viewpoints? Or do we prefer students to articulate their thoughts and ideas?

Concern: How 'deep the mining should be' when I carry out in my RC lesson

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Just thinking how to evaluate the pupil in such RC sessions. What are the outcomes for them? How to justify that RC is something useful for the pupils?

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I would think less articulate students may also benefit from listening to more confident speakers, which helps improve their vocabulary, pronunciation, and sentence structure.

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It is important that we establish the fact that the RC is a safe space for students to share their thoughts and insights. We need to make a conscious effort to allow students to share freely, yet be sensitive to their peers of different cultures and beliefs.

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Firstly, we need to establish the routine of RC. In order to do this, we need to select a simple poem or passage first so that our children do not feel overwhelmed by the structure. This is because when doing the RC, everyone needs to contribute. These are my thoughts...

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As there's no context or guide given to navigate the text, some students may be lost and 'switched-off' during the discussion as they feel they have nothing to share. How do we reconcile that?

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Students who may have an extremely different response from their peers may tend to shy away even though it could just be a difference in perspective.

On the flipside, students may tend to get too excited and may want to share their thoughts with others even when it is not their turn. Thus, routines would need to be in place to ensure that everyone is given a platform to share.

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RC is a good frame to get students to make sense of a text collectively, building on and enhancing one another's understanding of a rich text.

However, a concern is selecting a text rich enough to allow for multiple perspectives and also age-appropriate/accessible to the age group at the same time, taking into account different students' varying readiness in reading. Another concern is that group roles have to be well-established for the process to be successful. E.g. everyone needs to be given time to speak/contribute individually so that no one's opinion dominates in the group setting.

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Since there may be different perspectives and interpretations to the text, how do we shape/conclude what was shared/dicussed?

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Not so much a concern, perhaps more of a comment. Essentially, I'm struck by the critical importance of having strong routines and norms in place for this sort of activity - not only for the students to speak in turn, but also for the students to listen attentively. It is not enough for them to sit in silence, so there will need to be conscious effort placed into training them to know what to while they listen and wait for their turn.

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My ability to facilitate and steer the direction of the conversations and responses

My ability to ensure that all the different voices are captured and build on for a collective response

Students who are quieter might end up not being engaged during the sessions

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Some pupils may feel overwhelmed by the text they are reading and choose to remain quiet or simply parrot their friends' responses throughout the RC sessions?

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[LY]  After what we have gone through so far, do you have any questions or concerns about RC?  

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[LY]  After what we have gone through so far, do you have any questions or concerns about RC?  

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1.  Post EACH question or concern as one post.
2. Make sure you add in your name in brackets so we know whose post it is.