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involves students forming two circles, facing each other. They will engage in a brief interaction, and then rotate to form new pairs, to interact again.

Students in the inside of the circle are paired with students in the outside of the circle, and face each other.

The teacher asks a question or provides a prompt, allowing students to talk to one another.

Then once the time or interaction is complete, students in either the inside or the outside of the circle rotate, in order to form a new pair.

They continue this making new pairs with their classmates.

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When and how would you use it in the classroom? 

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When and how would you use it in the classroom? 

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I could use it before I am about to introduce something new in order for students to have a discussion or find key points before they learn the material.

I could use it in the middle of a lesson to reinforce important concepts, especially before they do independent work or maybe an assessment, to refresh knowledge and emphasize key points.

I could use it to discuss key points after reading a text.

I could use it as a review tool right before a test.

I could allow students to practice solving problems with a partner.

I would definitely use the active part of this and let students physically stand and walk around rather than have them sitting and moving that way. I think it is important to have movement in the classroom and this is a great way to incorporate that. I would have a set amount of time to let students talk, and make sure they are not talking to their group mates, so they are gaining new information from different people.

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If you are learning about a new animal in science, or are about to read a book over an animal, students could use this as an opportunity to share fun facts they already know about the animal. Students may already know some things shared or learn new information. This could also be used in addition or instead of before the reading, and used after, so students can highlight key concepts or hit on different things they did not catch during the reading. This is especially productive if I was going to do an assessment over the animal, and students could get a refresher, or extra information right before!

EX: Read the book, "All About Pigs." Have students get up, form two circles facing each other, and share "What did you learn about pigs today?" or "Which fact about pigs did you find the most interesting?" Students will take turns sharing for a minute then rotate to a new partner and do the same thing.