Literature Circles: An Introduction

Literature Circles: An Introduction

Posted in 4-7, 8-12, Active Learning, Blog Posts, Elementary & Middle Years, English, engSTEAM, Learning Design & Planning, Secondary | Tagged with , , , , ,

What are Literature Circles?

Literature Circles are small groups of students reading and discussing the same book (AKA reading groups, book groups, or book clubs). One of the main goals of lit circles is for students to enjoy reading and engaging in “open, natural conversations about books” (Daniels, 2002, p. 18). During lit circles, the learning is student-centered, taking place during reading and conversation, and the teacher becomes a facilitator and coordinator.  Teachers can support lit circles by being open to learning from and with their students, and developing an expectation of reciprocity in teaching and learning.

Lit circles are adaptable and teachers can customize them for their students’ needs, which makes them a great strategy for Universal Design for Learning (UDL). Groups of 3-5 students seem to work best. The essential elements of literature circles include student voice and choice (Daniels, 2002). In a classroom, each group may be reading a different book or the whole class may be reading the same book. For online learning, lit circles can be held via breakout rooms and the teacher can pop into different rooms to facilitate. For more information, the UBC Education Library has compiled a list of resources for teachers wanting to try lit circles.

Voice and Choice

  • Students could choose their own reading materials (teachers can start with a book talk to introduce the selections, ex. topic, genre, level of difficulty – or teachers can spread out the books over several tables and allow students some quiet time to peruse)
  • If students are all reading the same book, students could choose the motif or theme they wish to focus on and those could be used to form the groups
  • Topics for discussion should come from students and discussions are peer-led; “personal connections, digressions, and open-ended questions are welcome” (Daniels, 2002, p. 18)
  • Students will meet on a predictable schedule – it can be helpful to provide students with a calendar (older students can choose how far to read before each scheduled discussion)
  • If groups are reading different books, they could have an opportunity to share about their book to others (perhaps you’ll have students choose new books, form new groups, and continue lit circles throughout the year)

Roles

Assigned roles can be a great way to help students learn how to participate in discussions and what they need to bring to a conversation to make it rich and engaging. Younger students may choose to draw notes, as opposed to write them. Roles are particularly useful in preparing for discussions because they help students to learn what elements can prompt meaningful conversation. However, the eventual goal is to remove the scaffolds (the roles) and allow students to have free-flowing conversations, which an over-reliance on role sheets can impede (Daniels, 2002).

Examples of Roles:

Updated Roles for the 21st Century (Herrera & Kidwell, 2018)

  • Connector: finds connections between the book and the student(s)
  • Questioner: asks questions about the section being read or the book in general
  • Illustrator: creates images as they read
  • Word Wizard: highlights a few new or meaningful words for students to learn
  • Summarizer: creates a summary of the book section
  • Researcher: digs into and discovers background information related to the book
  • Literary Luminary: locates quotations or significant passages to generate discussion 

Older students will likely be able to prepare for lit circles without having specific roles assigned. However, having students choose a ‘Discussion Director’ (who manages the flow of conversation, encourages participation, and brings some topics/questions to get started) can help to keep conversations flowing and help students to practice facilitating a small group discussion. Students can rotate through this role so each has the opportunity to be discussion director.

Dialectical journals or reading logs can help students to think through their book as they read and can help to prepare students for discussions (a dialectical journal is a double-sided journal that students write in during their reading – on the left, they write questions, drawings, interesting quotations, anything that catches their attention, and on the right, they comment and jot down their thoughts relating to what they have written on the left).

Assessment

Generally, assessments during lit circles come from “teacher observation and student self-evaluation” (Daniels, 2002, p. 18). Offering students multiple self-assessment opportunities can help students to cycle through identifying an area for improvement, setting a goal, assessing if the goal has been met, then setting a new goal, and so on. Summative assessments could also include written assignments or presentations.

Interdisciplinary Learning

Novels naturally weave disciplines together in their stories and teachers can encourage students to research background information that will contribute to their knowledge of the book. For example, students can look into historical context, geography, scientific context (particularly useful for science fiction novels), and psychology – teachers can model interdisciplinarity and encourage students to bring these elements into their discussions. Although lit circles are most commonly incorporated into English, social studies, and humanities classes, they can be used effectively in other disciplines, such as science (Straits & Nichols, 2006).

Preparation

If students have never participated in lit circles before, teachers can model roles and expectations beforehand. For example, teachers could use a short story or poem to demonstrate how lit circles work and what productive participation may look like, as well as to introduce and practice the roles and responsibilities.

During lit circles, students will need time to read (silently or in small groups) and committing time for silent reading from the start of the year can help to establish expectations and routines for that time. It can also be a great way to calmly start the class and get students focused. Teachers can demonstrate they value reading by committing time to read in a way that is visible to students and share their enjoyment (as opposed to using silent reading time for other tasks).

Teachers should read all of the book club selections before starting lit circles and choose books that they also enjoy. It’s important to display passion for reading and enthusiasm for the book choices – students can be heavily influenced by a teacher’s attitude and mindset! Teachers can also think about how book selections cover and connect to big ideas/themes for the unit or year to promote integrated learning (ex. identity, sustainability, compassion, etc.). Adrienne Gear has assembled some thematic book lists for grades 3-6 and for grades 6-9 to help get you started.

How to Get Started

Daniels (2002, p. 55) explains that there 5 key steps for a successful start:

  • Explain – let kids hear why this activity is important
  • Demonstrate – provide live or videotaped examples, by kids or adults
  • Practice – help kids try out a variety of approaches (a fishbowl activity can be an effective way to practice and improve group discussions!)
  • Debrief – ask kids to notice and catalog effective procedures
  • Refine – provide ongoing training through mini-lessons and coaching

 

References

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse.

Herrera, L. J. P., & Kidwell, T. (2018). Literature circles 2.0: Updating a classic strategy for the 21st century. Multicultural Education (San Francisco, Calif.), 25(2), 17-17. https://files.eric.ed.gov/fulltext/EJ1181553.pdf

Straits, W., & Nichols, S. (2006). Literature circles for science. Science and Children, 44(3), 52- 55. https://www.proquest.com/scholarly-journals/literature-circles-science/docview/236904244/se-2?accountid=14656

 

Guest post by Peer Mentor Lindsay Cunningham (Ph.D. student, EDCP), July 2024.

 

 

Playdough for Everyone

Posted in 4-7, 8-12, Active Learning, AppliedDesignSkillsTechnologies, Elementary & Middle Years, English, Inclusive Practices, K-3, Not Subject Specific, Resource, Secondary | Tagged with , , , ,

section header - what is it?

Playdough is a tactile educational tool that can be used as a way to incorporate creativity and kinesthetic learning into lessons. It is inexpensive and easy to make using available kitchen ingredients (flour, salt, water & oil).

section header - why is it relevant

Playdough can be used throughout the curriculum for all ages: it can be an effective form of experiential learning from the development of fine motor skills in preschool children (Rukmini et al., 2022) all the way to post-secondary students learning neuroscience anatomy (Gopal & Bhooshan, 2021). Further, having students engage in hands-on learning increases engagement and can lead to improved outcomes.

Although playdough can be purchased, it is relatively cheap and easy to make, and can last several months in the sealed bag or container before being disposed of in the compost. Here are two of my favorite recipes:

Ideas for Elementary & Middle Years Teachers:

  • Sensory math activities (playdough can be used as a manipulative). For example, matching numbers with small balls of playdough or squishing playdough balls during counting
  • Using playdough to model and learn about 2D and 3D shapes
  • Exploring fractions and equations using fractions
  • Telling or re-telling a story using playdough.
  • Students might even create play
  • Building structures or engineering (you could include other resources, such as toothpicks to create more complex structures)
  • Colour theory – students can blend small balls of colored playdough to create a colour wheel.
  • Spelling words by molding letters or by using letter cookies cutters or alphabet stamps
  • Using playdough to explore patterns (ex. colour, shape, size, etc.)
  • Learning about Earth and the solar system
    • Modelling the phases of the moon or exploring the moon’s surface and craters
  • Telling time using playdough to make the hands of the clock

Ideas for Secondary Teachers:

Higher Tech Ideas for K12 and beyond:

  • With Squishy Circuits students can learn about and create complex circuits while expressing their creativity. Concepts including conductivity, resistance, simple circuits, parallel and series circuits, short circuits and switches. The Professor responsible for Squishy Circuits at the University of St. Thomas shares recipes for both conductive and non-conductive dough.
  • Use Playdough to construct a ‘MakeyMakey’ piano or game controller. MakeyMakey is a basic micro-controller appropriate for all ages.
  • Model and sculpt characters and setting to tell a digital story
    • Stop Motion Animation is an excellent way to incorporate digital tools with hand-building and creative expression. Tools like Stop Motion Studio or iMovie can be used as they have ‘auto timing’ features that make stop motion more efficient. The example below shows how a very effective movie can be created using simple techniques.

References:

Rukmini, R., Mustaji, M., & Mariono, A. (2022). Effectiveness of a playdough game in stimulating fine motor skills and cognitive skill: Early childhood education. The International Journal of Early Childhood Learning, 29(1), 1-12. https://doi.org/10.18848/2327-7939/CGP/v29i01/1-12

Gopal, V., & Bhooshan, L. (2021). The feasibility of using playdough and household materials as an educational tool for self-learning of neurosurgical anatomy during COVID-19 lockdown. Anatomical Sciences Journal, 18(2), 92-99.

Guest post by Peer Mentor Lindsay Cunningham (Ph.D. student, EDCP), May 2024.

Art Canada Institute: Teacher Resources

Posted in 4-7, 8-12, artSTEAM, English, Fine Arts, K-3, Learning Design & Planning, Open Educational Resources, Resource | Tagged with , , ,

section header - what is it?

The Art Canada Institute (ACI), is a not-for-profit charity and educational organization based at Massey College at the University of Toronto. In collaboration with Canadian teachers and cultural advisors, they have developed over 40 Teacher Resources Guides, available for free in both English and French, to enable K-12  educators to teach cross-curricular subjects through art.

Developed in accordance with national education recommendations, these guides include step-by-step lesson plans, classroom activities, and ready-to-download Power Point slide decks that cover topics including Indigenous history; Truth and Reconciliation; Black, Asian and Women’s history; Climate Change, Human Rights in Canada and many more.

section header - why is it relevant

Research has shown that learning through the arts has a positive impact on student learning and can benefit engagement. Pre-service and in-service teachers will benefit from access to free, high-quality Canadian-made, open-source resources in both French and English.

  1. Visit the Teacher Resource Guides on the ACI website
  2. Search by keyword, Sort and filter by grade level(s) and subject area(s)
    • filter features the ability to plan for multi-age and interdisciplinary learning!
  3. You can also access ‘Independent student learning activities’
  4. While on their website, you may wish to explore further. Visit the ACI Home Page and check out the ‘Explore Canadian Art’ menu!

Living and Teaching the First Peoples Principles 

Posted in Blog Posts, Inclusive Practices, Not Subject Specific, Remote teaching & learning, Resource | Tagged with , , , , , , , , , ,

 

Whether you are new to the profession or a seasoned professional, teachers in BC are called to consider how they might incorporate the First Peoples Principles of Learning (FPPL) into their classrooms and schools.  

 

Why?

The Truth and Reconciliation Commission Calls to Action and the BC curriculum requires teachers to consider and incorporate Indigenous voice, issues, resources and perspectives in our teaching. Jo Chrona provides a background of FPPL and Current Contexts on her blog:

In 2006/2007, The BC Ministry of Education partnered with the First Nations Education Steering Committee (FNESC) to create the English 12 First Peoples course. The development of this curriculum included significant input from Indigenous knowledge-keepers and educators from BC….to ensure that the course was able to authentically embody aspects of First Peoples’ values around teaching and learning.  

These were voices previously left out and systemically excluded from the current educational experience. Included in this process of course creation was the development of the FPPL so that First Peoples’ experiences, values, beliefs, and lived realities could be more authentically reflected in the course.  

Since then, the BC Ministry of Education has made an increased commitment to including Indigenous perspectives in education. According to Chrona, the initial integration of First Peoples’ content was first intended to support Indigenous learners “as the province and country continues on the path toward Reconciliation.” Now, more educators “are recognizing that the [FPPL] promote educational practices that are also powerfully effective for non-Indigenous learners…. that is replacing the post-industrial model of education” ; this is teaching that is “more responsive to the contexts and needs of learners, and the explicit inclusion of what are termed ‘Core Competencies’” (Chrona, 2024).

 

Let’s explore a few opportunities! 

Chrona explains that “an inherent interconnectedness exists between all the principles. While they are described discretely, they operate in concert with each other in a robust and healthy learning environment and education system.” 

Teacher Disposition  

Chrona suggests that incorporating the FPPL has as much to do with an educator’s philosophy and disposition as it has to do with curricular content. Some of us will see our own values already reflected in the FPPL, and others of us will be challenged by them. Look closely at the FPPL and think about where you see them in your own life.  

  • When do you make time for your own elders, grandparents and mentors? How do you use their guidance to understand the world?  
  • How do you develop quality relationships with the people in your life so that you have a strong foundation to withstand conflict and stress? 

Now how do those values help you manage your class culture?  

 

Connections to Core Competencies  

In order to thrive, all children need the opportunity to be in schools and communities that cultivate belonging, mastery, independence, and generosity. We know about Maslow’s Hierarchy of Needs, but do you know about Martin Brokenleg’s  Circle of Courage? In “The Science of Raising Courageous Kids,” Brokenleg and Van Bockern explain this model that integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research. The Circle of Courage is based in four universal growth needs of all children: belonging, mastery, independence, and generosity. 

 

Instead of a class discussion, explore having a class circle. Talking/sharing/class circles are also a great way to invite relationality into your classroom. Carolyn Roberts offers a great exploration of this in her blogpost: Circle work: Being together as a relation.  

 

Context and Perspectives 

For teachers exploring the FPPL, “It’s not a set of lesson or unit plans” nor “a detailed list of criteria and specific content to match up with grades and/or subject areas.”  

Consider how you can plan your lessons to: 

 

Resources 

The choices you make as a teacher matter. When you use a celebrity as an example, do you look for Indigenous or BIPOC people? Choosing Indigenous authors and poets and musicians to discuss in class gives everyone an opportunity to look for connections to the FPPL.  

A deep understanding of the FPPL reflected in our disposition will guide the decisions we make about what students should learn and how they experience it.  

 

Delta SD 37: Weaving Indigenous Perspectives into the Curriculum: 10 Ways of Weaving Document

 First Nations Education Steering Committee (FNESC): Learning First Peoples Classroom Resources 

 

For more subject specific ideas and resources, see other Sandbox Blogposts: 

Resources for Indigenizing and Decolonizing Education 

Native Land 

 

 

 

 

UBC Booklists: 

The UBC Education Library booklists are available for educators and teacher candidates, offering an abundance of resources ranging from picture books to use in the classroom to lesson-planning guides. The library offers multiple booklists regarding Indigenous culture and history. These booklists cover topics such as residential schools, storytelling resources and literature written by Indigenous authors. 

 

 

Post by Greta Bartsch, Learning Design Manager & Program Manager (Practicum- Secondary), 2024; editing & contributions by Yvonne Dawydiak

 

References 

Chrona, J. (2024, April 10) Background of FPPL and Current Contexts. https://firstpeoplesprinciplesoflearning.wordpress.com/background-and-current-context/ 

Brokenleg, M., Van Bockern, S. (2003). The Science of Raising Courageous Kids.  https://martinbrokenleg.com/wp-content/uploads/2016/02/12_1_Brokenleg_Van_Bockern.pdf

 

Taking a Class Temperature

Posted in 4-7, 8-12, Active Learning, Elementary & Middle Years, Inclusive Practices, K-3, Learning Design & Planning, Not Subject Specific, Post Secondary, Resource, Secondary | Tagged with , , , , , ,

section header - what is it?

Taking a class temperature means checking in with students to see how they are doing. By checking the emotional temperature of the students (ex. seeing how students are feeling, their energy level, etc.) teachers can better understand what their students need and what they are capable of doing in that moment. In this way, teachers can understand, address, and then respond to student needs. A temperature check can also inform teachers about how students are doing with concepts or assignments. For example, teachers can assess the level of comfort students have towards a new concept or how they are feeling about an upcoming due date.

section header - why is it relevant

Making an effort to understand students’ emotional states can demonstrate to students that teachers care about them as human beings, which is foundational to building positive relationships. It can also help students to become conscious of their own emotions and provide opportunities for students to communicate their feelings and needs (Social Emotional Learning or SEL). Teachers should carefully consider their individual learners and the kinds of prompts or questions they ask when taking class temperature (especially where responses are not anonymous).

mentimeter app question shows sliders to indicate student comfort or temperature based on a prompt.

Mentimeter App used to gauge temperature.

There are a variety of methods (high, low and no tech) that teachers can use to take a class temperature. All-class response strategies, such as post-it notes, Plickers, or Mentimeter, can be useful tools when eliciting feedback through survey questions and providing anonymous response options.

Here are a few more strategies for checking the emotional temperature of a class:

  • Thumbs Up/Thumbs Sideways/Thumbs down: Ask your students to close their eyes and put their heads on their desks. They’ll keep their eyes closed while holding up their thumb (up, down or sideways) in response to your questions. This all-class response strategy also works well to quickly check for comprehension.

    1, 2, 3, fingers icons as all class response

    1, 2, 3 fingers to show level of comfort, understanding, etc

  • Pictures or Emojis: You can ask students to point at emojis or pictures representing a variety of emotions. Images clipped from magazines work well and can be a great conversation starter. You could also put a selection of images on the screen (numbered) and ask students to identify the number of the image of how they are feeling (this is a great activity to do during attendance to check in with students as the class is starting).
  • Choosing Colors: Paint chips work well for this activity, but pieces of fabric would also be effective too. Spread out your colors on a tabletop and ask students to select a color based on how they are feeling. Students can share with you or each other about why they made their choice.
  • Thermostat on the Wall: If you have an image of a thermostat (ex. 1-low energy to 10-too excited to concentrate), when you greet students at the door before their class begins, they can point to where they are emotionally on the thermostat.
  • “I Feel Survey” (Lieber, 2009): Providing students with writing or discussion prompts around feelings can help students explore emotions and build classroom relationships. For older students, Lieber suggests providing a more extensive list of feelings (see p. 214) to help build their vocabulary around emotional literacy and SEL.
  • Soft Start is an informal way to connect with your students individually or in small groups. A soft start to the school day or class period can help students become more comfortable and engaged. This approach has ties to social emotional learning (SEL). A quote: “Connect before Correct” by Dr. Gordon Neufeld (child psychologist). His work on attachment is helpful when learning to help students connect with one another, with content and with their teacher! We spend much of the day providing instructions and feedback to our students (in other words, correcting, even when done gently and supportive) so providing time to connect is valuable!

Checking in with students can allow teachers to make adjustments to better serve the needs of their students. For example, if many students are feeling over-excited, teachers can respond by incorporating some movement, either inside or outside the classroom, to burn off some energy. Or, if many students are feeling anxious about a due date, the teacher could work with students to find a solution to alleviate some tension. Communicating with students about their emotions benefits both teachers and students, and is important to understanding student needs and building positive relationships.

Carole Miller Lieber’s book, Making Learning Real: Reaching and Engaging All Learners in Secondary Classrooms, is an excellent resource for secondary teachers. She outlines many ways to build relationships, affirm diversity, and develop a positive, engaging classroom culture.

 

Resources:

Lieber, C. M. (2009). Making learning real: Reaching and engaging all learners in secondary classrooms. Educators for Social Responsibility.

Guest post by Peer Mentor Lindsay Cunningham (Ph.D. student, EDCP), January 2024.

Back to top