Not Just for Literature
Over the years I have used this method to empower learners and give them specific roles and responsibilities when working in groups. The premise is that students are assigned a role with a clear description of what they are to do. Each group has a member doing each role, ideally. In English or language studies Literature Circles is a common practice for reading a novel- students would be assigned a chapter and then within the group there would be a discussion leader, a fact checker, vocabulary master, a connector and maybe an illustrator. Each of these roles have descriptions and then while reading the chapter the student is taking notes aligned to their role to share back with their classmates.
Having roles is a powerful way to elevate group work and clarify what each member is contributing. As a teacher one could assign specific students to a particular role or let the groups decide. Then in the course of them working one could bring together all the discussion leaders and work with them specifically on their role. Or sometimes you may want the students doing like roles to meet and share their notes and then jigsaw back to their groups. There are many ways to iterate this practice. The key is that roles are defined and expectations for each are clear.
In some curriculums such as Think Like an Engineer from the Royal Academy of Engineering there are specific roles related to science and math that could be useful. See Figure 2 below. This figure identifies the habits of mind for mathematician; that said these descriptions could be used as specific roles in a group task solving a complex problem.
Process
This packet includes a description of literature circles and then specific tasks for the different roles. One could copy this and assign to a group of students to use with a piece of literature, research task or historical analysis task. The key is students have a specific role to play.
Sample assignment sheet
Here is a sample of how I shared with my students the expectation for their literature circle. First we formed groups. Next we reviewed the roles from the above packet. Then students had the opportunity to choose their group’s book. Choice is KING! Once that was resolved groups would get their book, assign each other roles and set goals for how much they would read. After each group meeting they would rotate the roles.
Bonus
To help students identify and learn different literary tools sometimes I would have them a scavenger hunt. This handout gives students a list of devices with an explanation and then they are challenged to find examples in our given text.
Discover a world of possibilities
I loved having meetings with students in like roles- this strengthened their understanding of the text or the task and gave them a place to brainstorm with kids in similar roles.
What are YOUR thoughts? How would you use literature circles in your class? Please SHARE!
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