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We interpret text based on our own prior knowledge and experiences. Everyone has differing interpretations to the text read. We can construct more meaning together.

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There is no right or wrong to perspectives. We interpret based on our experiences and knowledge.

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Turn taking during sharing and active listening allowed us to co construct meaning together.

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Our prior knowledge and understanding will affect the way we interpret a text as each of us is shaped by our unique experiences and personalities.

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Each individual will understand the poem or text bringing their own knowledge and experiences. It is interesting to note what others picked out versus what I picked out.

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I need to read the poem several times to get a better understanding of the poem. Sharing by other members also helped to provide alternative perspectives on the poem.

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I need to read the poem several times to get a better understanding of the poem. Sharing by other members also helped to provide alternative perspectives on the poem.

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Many textual references, connection to self and our world knowledge need to be made before finally understanding and appreciating the text

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Having the contextual knowledge helps one in making meaning out a new text but even without the prior knowledge, being able to hear others' interpretation and insights help to build layers to make meaning out of confusion we may have for the text.

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Group discussion about the text would certainly widen my perspective about the text. Most importantly, everyone contributes to the rich discussion.

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Readers intuitively rely on their prior knowledge to draw connections and make sense of the text being read.

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Students need to be able to feel safe to share their ideas and perspective, listen actively and respectfully, and be able to reflect on what they have learnt from others. (Farhana)

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Students need to be able to feel safe to share their ideas and perspective, listen actively and respectfully, and be able to reflect on what they have learnt from others. (Farhana)

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It was lovely to come together and make sense of certain phrases. We bounced off each other and that made the sharing rich. Different perspectives always add depth.

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Everyone has different interpretations of the texts based on their prior knowledge and experiences, as well as with textual elements they are inclined to focus on.

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Tap on students' sharing and facilitate classroom discussion by getting other students to build on existing ideas shared in class.

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Prior knowledge affects understanding of the  passage / poem.

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We try to tap on our prior knowledge and experiences. We have the experience of annotating texts and thus, using the skill to annotate poem helps too!

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To appreciate texts and have varied and interesting interpretations, we need to be avid readers who read widely.

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Turn-taking and giving full attention without any interruptions coupled with group discussions helps in deepening my understanding of the poem.

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We do not read in a vacuum - as we read, we are making connections to our personal experiences, or what has happened around us. Interpreting a text take in the forms of re-reading, or through discussion with others as we co-construct meaning together.

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Listening carefully when someone else is sharing their thoughts helps me to assimilate their content into mine in the sense-making process well.

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We tend to require several rounds of re-reading to gain a deeper understanding of the text. First round of reading is largely based on our prior knowledge and the words that resonates with us. This helps us to further interpret the text.

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Building layers of interpretation as we listen to each other

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Building layers of interpretation as we listen to each other

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Our understanding layers on each other's views

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There are many aspects of a poem to grapple with that cannot be covered by the first reading. Multiple readings allowed me to focus on different things - poem structure, tone, author's voice which I was not aware of the first time I read the poem.

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I had greater insights after listening to the other group members.

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Prior knowledge helps one to understand the text much easier as compared to someone who has no prior knowledge on the subject matter. However, even for someone with no prior knowledge on the subject matter, the discussion does help to bridge the gaps.

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While there are similarities in our interpretations of the poem, there are also differences because of the different experiences we each have.

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The structure of sharing and listening helps to add context and new meaning to the text. Having the structure of listening without interruptions is actually very helpful in ensuring that we fully benefit from hearing the perspectives of others without having our own perspectives interfering.

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Each reading allows for more impactful understanding. We interpret the text and bring into it our life experiences, our prior knowledge and assumptions.

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Our knowledge and experiences, making meaning to the text, self and others might also affect our interpretation of the texts.

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Our knowledge and experiences, making meaning to the text, self and others might also affect our interpretation of the texts.

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Round Robin style is great. However, it takes courage to be the first to share. Appoint someone who is able to share well to begin the sharing.

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Readers rely a lot on their prior knowledge to understand the context of the poem. A little bit of knowledge of world history helps too. 

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Readers rely a lot on their prior knowledge to understand the context of the poem. A little bit of knowledge of world history helps too. 

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We make use of our prior knowledge and experiences to help us understand what we read.  How we interpret the texts depends also on how we make meaning out of what we read.  

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We make use of our prior knowledge and experiences to help us understand what we read.  How we interpret the texts depends also on how we make meaning out of what we read.  

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Microlab protocol as the basic interaction structure & every member having done the pre-reading and annotation & be willing to share and add on to the group understanding

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Having the reading protocol like this eg - having three readings with the different ink annotations is a technique that I find useful. I know of pupils who tend to be stuck reading on a word. Using this technique, they will be encouraged to continue reading, even if they still have questions in the previous lines.

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prior knowledge and to some extent own assumptions

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prior knowledge and to some extent own assumptions

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We interpret texts based on our prior knowledge. Our understanding of texts is also shaped by our beliefs, connections to the text/theme.

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Get them to generate different POV reading the text - e.g. as an actual affected party, as a historian piecing together the information and then examine what different emotions they would have. 

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Get them to generate different POV reading the text - e.g. as an actual affected party, as a historian piecing together the information and then examine what different emotions they would have. 

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Active listening is always an important skill to have during group discussions.

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The poem required me to read a few rounds before I could figure out what was happening.

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Based on prior knowledge, I formed own interpretations of the poem. Re-reading the poem helps to confirm my understanding of the poem. It helps to share different perspectives which may not be visible if done alone.

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Numbering structure and repeated words helped me make links

Having prior knowledge of the War (what the poem is based on)

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Sharing of each person's interpretation of the text without interruption helped to develop the understanding of the poem.

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I believe re-reading and annotating the text helps - even in different colours as it helped me reflect on my thinking and perspective; and how it had evolved from the first reading. (Farhana)

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I believe re-reading and annotating the text helps - even in different colours as it helped me reflect on my thinking and perspective; and how it had evolved from the first reading. (Farhana)

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We can read the same text and interpret it differently, based on our paradigms.

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Conversing with someone, thinking out loud and of course sharing different perspectives help us look at text in different angles, which will help "piece up the whole puzzle" together.

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Students need to have contextual knowledge of the situation at that time to engage with the text.

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Rani: We uncover/interpret a text layer by layer with each reading, basing our understanding on our prior knowledge

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Rani: We uncover/interpret a text layer by layer with each reading, basing our understanding on our prior knowledge

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Everyone brings a different perspective to the same text due to our own personal backgrounds and understanding. The same text elicits varied responses, ideas and opinions - of which all are valid. Multiple readings and having a safe space to unpack and discuss the poem helps to deepen the understanding of what has been read. -G8

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Open sharing helps as it creates a very safe and conducive environment to share and discuss ideas and different thoughts and ideas. 

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Open sharing helps as it creates a very safe and conducive environment to share and discuss ideas and different thoughts and ideas. 

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Everyone contributing without anyone interrupting is very important. Even if points raised were repeated, it helped to just listen through to the end as there may be one or two other points raised which gives us a different perspective.

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Just wondering if prior knowledge can hinder one's reading of a poem. Not having prior knowledge may also allow a reader to have a fresh perspective of what is written hence giving the poem another lens to appreciate it through

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It is not simply rereading which helps one understand a new text. One has to reread with intention. For each reading, what should I focus on?

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Facilitate responses through discussions.

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Familiarity with literary analysis and context

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Familiarity with literary analysis and context

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Some familiarity of language patterns and appreciation of context and war/postcolonial literatures

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Sometimes we don't read the text in a linear fashion. I had to jump around the sections, referring back and forth for better understanding.

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Conditions: Peaceful, quiet environment that allow for reflective thought
Access to background information that allows for the reading to be understood in totality

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Re-reading the poem actually helped in my understanding. I did feel a little daunted before I did my first reading. However, by the time I was supposed to do my third reading, I felt more confident.

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Engaging to share and compare textual understanding with my peers'

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Re-reading the text and listening to my peers' sharing helped me to develop a better understanding of the text.

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Reading the text is not as straightforward as it seems especially when one is not equipped with the prior knowledge about the subject matter eg The Vietnam War. In addition, as a reader, I have to think about the intention of the writer in writing the text and who the target audience is.

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Emphasize to them that we are not looking for right or wrong answers but rather more interested in the thinking behind their answers.

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Everyone is different in their interpretations. For example, we had a History major and a Literature major in the group. Very different viewpoints but both enabled us to better understand the content and structure of the poem. Listening to different perspectives also allow us to ask deeper questions, whether or not we can get answers and that inevitably, helps us to better internalise what we have read. (Gp 8)

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We interpret the text based on our prior knowledge. Some of us focus on the form and structure of poems, some focused on tone while others focus on the contextual understanding.

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the turn taking in sharing, listening to different ideas

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the turn taking in sharing, listening to different ideas

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They need a safe environment to do this, knowing that their views shared will be respected.

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Prior knowledge of the Vietnam War and the familiarity with symbolism used in war/death is crucial in appreciating the poem at a deeper level.

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Different people pick out different things. It was eye-opening hearing what others had to share as I might not have caught on those aspects.

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A few readings of the poem helps to clarify the meaning of the poem. Through sharing, I was able to build up on others' opnion.

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Poems are deep. Surface reading is never sufficient. The author always has hidden meaning. It is always packed with a lot of emotion.

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Rich text, interaction structure, willing learners

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I like how re-reading of the text helps us make connections better. The collective sharing also gave greater insights to the understanding of the text.

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I like how re-reading of the text helps us make connections better. The collective sharing also gave greater insights to the understanding of the text.

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We need to read and reread to understand the texts.  The first reading is often the most unreliable version.  

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We need to read and reread to understand the texts.  The first reading is often the most unreliable version.  

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selection of texts is important that allows for multiple perspectives

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Our interpretation of the poem is based on our perspective and experience. Some of us might have known more about the context of the poem and might have a deeper understanding of it.

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The context may be deeper than what the words suggest. With each re-reading and listening to the other sharings help me to understand the meaning better.

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First, they must have the love for reading. Poems are more complex than reading narratives. They must have the interest in reading first.

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This made me recall lessons on exegesis…

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Having structure and providing time for discussion and sharing to take place. While there seems to be many rounds in this activity, having that structure of 1 min per sharing helps us to get through them quickly and productively.

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It is important to re-read to get a better understanding of the poem.

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It is important to re-read to get a better understanding of the poem.

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Today's experience of Microlab was good as I realized that having some guiding open-ended questions can help to advance our reading as we get to hear other's opinions and thoughts. This tool requires attentive learning and quiet reflection, allow one to internalize what had been shared.

Some conditions to help create the right environment: safe environment - no right or wrong responses. Everyone gets 1 min and no interruptions.

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the discussion helps plug my learning gaps

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the discussion helps plug my learning gaps

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Reading is a complex process. With something like this, having the prior knowledge would help. In this case, if not for the instructions not to look for information online, I would have looked for the Vietnam war. Why it started? Who it had affected?

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possible to piece together a board interpretation 

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possible to piece together a board interpretation 

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Then slowly connect the dots (language patterns and imagery observed)

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Try to make meaning of the poem by looking at the words and phrases used.
Linking the meaning derived from the 1st reading to have a deeper understanding in the 2nd and 3rd reading.
There's no right or wrong in interpretation of text.

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Process of reading is not straight-forward. We often require to re-read several times when we are confused.

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Giving sufficient discussion time, space and wait time will allow students to air their views and perspectives more confidently coupled with a safe and respectful environment.

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In order for students to sustain the reading, they need the contextual and background knowledge of the poem. This is to allow them to draw the connections they have with the text so that they can respond to it. (G8)

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They need a text that is probably one level below their reading level so that jargons and huge vocabulary does not turn them off.

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I love how everyone was given the space to speak. It helps as we could really elaborate without any interruption. Listeners could also reflect and meditate on what the speaker is saying.

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Rani: The sharing of ideas, as well as perhaps moving from overall meaning to smaller units

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Rani: The sharing of ideas, as well as perhaps moving from overall meaning to smaller units

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Our prior knowledge helps us to make connections between the literal meaning and the underlying nuances, metaphors and inferences. We also look out for repetitions and patterns for emphasis and draw links.

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How do I use the text effectively to engage my students?

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Text that is sufficiently intriguing and interesting for students

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A documentation as to how views are similar, and differ, how views you agree on, and disagree and why, or things that you wonder after hearing other responses

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I am more critical in my analysis of the poem after the sharing

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Vocabulary knowledge needs to be strong otherwise they might not be able to understand the nuances behind the choice of words.

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They need to have the vocabulary and world knowledge to share effectively.

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Modelling and facilitating the conversations

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Modelling and facilitating the conversations

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they need a safe environment to share their thoughts and feelings about what they are reading

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They need to be given the structure, the support and the security that their perspectives matter and that there is no one right answer to any perspective.