Jul 25 RC Gen Session WS: Padlet 2a on Facilitation by MOE CPDD GEB-EL https://padlet.com/moegebr/ruocjta9y85pt1m4 This is for us to share our thoughts about Facilitating Reading Circles en-us 2025-06-30 02:43:22 UTC 2026-07-06 10:40:27 UTC hello@padlet.com https://padlet-uploads-usc1.storage.googleapis.com/987206369/4c296733f029b42a8de053d6d293c0d8/RCLogo.webp Group 2 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516913963 1) Set the context through diving analogy

2) Preempted problems

3) Set expectations & tools that the students can use

4) Personal anecdote

5) Safe environment - no negativity and was neutral when students stated they did not know about the care model

6) Journaling is important

7) Importance of reading & re-reading of the book




]]> 2025-07-11 07:07:04 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516913963 Group 4 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516914101

  • Tr is expressive, relatable, shares her own experiences and invites students to share theirs. Builds trust, safety through not being judgmental.

  • Sets ground rules.

  • Patient with them.

  • Modelling the difference between class and group voice.


    • ]]>     2025-07-11 07:07:19 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516914101     Group 4 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516915033

  • Give examples on what constructive feedback looks like. Provide more examples on how they differ.

    • ]]>     2025-07-11 07:08:33 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516915033     Group 3 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516915989 Teacher set the rules and expectations, clear in explanation, engaging, very real because she used her own experience to make the learning process more relatable, ie, her initial disinterest in the Holocaust. Told students that they could remind her about her voice level.

    Expectation to re-read the book.

    Was the intention of the teacher who ignored a student's comment about 'Diary of a Wimpy Kid' an attempt to not divert from the lesson? Or managing behaviour?

    ]]>     2025-07-11 07:09:25 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516915989     Group 3 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516916038 Could get students to co-construct rules and if there is time, play ice-breaker activities to get students to warm up. Rearrange seating arrangement in a circle (but not able to since it was during the Covid period).

    ]]>     2025-07-11 07:09:28 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516916038     Group 2 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516916193 AFI's noted:

    [1] Very passionate; Teacher talk is too much

    [2] Went through way too much


    Suggestions:

    *Can time herself

    *Can get students to give responses as well

    *More wait time could have been given


    ]]>     2025-07-11 07:09:40 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516916193     https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516921721 Observation by Group 1:

    -          Co-construct the expectation with the teacher to give students’ voice.

    -          Bring in experiences from SS to state the expectations

    -          Class voice/ group voice – this is a good expectation

    - Environment is welcoming and open so students will be encouraged to open up to share their thoughts.



    ]]>     2025-07-11 07:17:17 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516921721     Group 1 https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516922793

  • Not sitting in a circle. Would sitting in a circle be better for discussion?

  • Beside group voice, we can set one more expectation: taking turns to speak

  • Some thoughts: How can we get students to be committed to reading before the lesson?


    • ]]>     2025-07-11 07:18:46 UTC https://padlet.com/moegebr/ruocjta9y85pt1m4/wish/3516922793