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There are 8 sessions for each module involving novels e.g : Frindle. How many sessions will there be if it is just poem?

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Teacher acts as a facilitator during the discussion. In the video, we could see that the teacher revoices, rephrases and guides them back to the discussion when they digress.

How do we balance the sharing between the spontaneous students and those who need time to phrase their thinking? Should we keep track of those who had shared?

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Hi GEB,
Do you have some videos to show how the lessons were carried out from Session 1? What are some of the things that the teacher needs to prepare for the lessons?

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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.

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Should there be a longer Reading Circles session as I feel that it takes some time for pupils to share among groups and then with the class.

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Will GEB prepare any materials for schools to conduct RC for the HP students?E2K Math and Science provides lesson by lesson materials and it is very useful for conducting the HP programmes in school.

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What is an ideal or class size for an effective reading circle session? (Azlina)

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When using a book for Reading Circle ... how does the process go? Should we discuss every chapter, one by one?

Or choose selective ones? If so, how do we decide what to discuss in class and what to skip?

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Is padlet compulsory? Can I do it with a personal touch like using post its or mind map on mahjong paper?

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Is it effective to have a mixed ability grouping for RC? While it is good to have different perspectives shared regardless of ability, the HP pupils will definitely be able to articulate their thoughts better as compared to those from the MP and LP. Will they (HP) be at a disadvantage, at risk of being the 'answer key' for the others?

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1. In the Primer and Toolkit compiled, there is a Padlet involved. Does this mean loaning out of devices? Can the reading response be done orally? Like a Book Club.

2. Isn't the Reading Circles more suitable for the high progress students who have the language proficiency?

3. Many of the students do not have enough personal experiences for them to make connections with the text due to experiences limited to extra classes and/or devices. Do we have to provide them with the experiences in order for them to connect with the text?

(Ilmal A)

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How else can the teacher get everyone's responses if students are shy or unwilling to share? How do we measure how much they have gained from the RC experience?

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Similar concern: How does the teacher manage the different groups' diverse responses?

What role does the teacher play during sharing of responses prior to documenting them?

How does the teacher mediate radical views while still maintain a safe space?

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How would a student who has gone through a reading circle differ from your other students? What qualities would we expect them to exhibit by the end of the programme for us to say that they have gained from this experience? I understand this will differ from student to student but in general, what is the expectation when it comes to reading the text?

(Devi)

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For students with lower readiness/ exposure, how do you conduct these sessions? Do we feed them background information first - and to what extent is this feasible?

(Erica)

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How can the teacher harness RC approach in crafting assessments for rich texts, given the range of Reader Responses to expect if we were to set a perspective-taking question?

(Jocelyn)