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The teacher's role is to facilitate and guide discussions. The teacher divides the class into two equal groups. The inner circle is formed by one of the groups and the other group forms an outer circle. Students in the inside circle stand facing the students in the outside circle. The teacher poses a particular question to the students.
The inside-outside circle is a cooperative learning strategy in which students form two concentric circles and take turns on rotation to face new partners to answer or discuss the teacher's questions. [34] This method can be used to gather a variety of information, generate new ideas and solve problems. [35]
The lessons are dialogue-based with students usually sitting in a circle and taking turns at suggesting solutions, expressing opinions, putting forth arguments and counter arguments, providing examples, constructing criteria, and building on each other's ideas with the aim of coming to a settlement regarding the initial philosophical questions ...
Circle time in the United States is a less formal program. Childcare centers often have one, two, or three group gatherings a day that are referred to as "Circle Time." During this time, the children sit in a circle (usually on a rug) and the teacher may read a book aloud, lead a sing-along, or engage the children in a discussion.
The Circle of Friends approach is a method designed to increase the socialization and inclusion of a disabled person with their peers. A Circle of Friends consists of a "focus" child, for whom the group was established, six to eight classroom peers, and an adult facilitator who meet once weekly to socialize and work on specific goals.
Keeping track of interest paths that develop in the classroom can help teachers demonstrate the process of learning, revise and reflect on it and develop future directions (Stacey, 2009). Each learning or interest centre in the classroom usually has its own plan, as well as activities facilitated by the teacher (Stacey, 2011).
A literature circle is equivalent for young people of an adult book club, but with greater structure, expectation and rigor. The aim is to encourage thoughtful discussion and a love of reading in young people. The intent of literature circles is "to allow students to practice and develop the skills and strategies of good readers" (DaLie, 2001).
For those reasons, teachers can design multiple levels of literacy activities and practices to fit different students' abilities and way of learning and "provide a pedagogical approach which fosters communities of learners, plan classroom activities that embed meaningful opportunities to engage in the analysis and construction of multimodal ...
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