I have not yet used literature circles in my classes, so I don’t have particular strengths or weaknesses that I can discuss here. I did find the reading material really helpful though (chapters 12 and 14 of Daniels’ (2002) book and the article on fixing problems in a specific school environment). I think these resources are things that I should save for the time when I am using lit. circles in my classes – they would be good sources to use when a problem arises and also give great ideas about how to structure productive lit. circle environments. In particular, chapter 14 of Daniel’s book has so many helpful ideas about fixing problems in lit. circles, and can see how helpful it would be for a teacher who is encountering problems.
Chapter 12 gave me a lot of ideas for the process of assessment for lit. circles. I think Daniels makes a good point about how adult book club members don’t have to create book projects like the ones we require in school. Though I have not yet used lit. circles in my classes and I don’t have examples of assessment for lit. circles, I have made lit. circle plans for the future that did include book projects. These “hypothetical” projects included some of the examples on the massive list on page 91 – things like posters, presentations, artwork, and diaries from characters. But I really do think that Daniels is right that these projects are not something that adults typically do in book clubs. I think that when I do implement book clubs in my classes, I would like to think about using these “hypothetical” projects in some of my classes while doing other types of assessment (the combination of teacher observation, individual student self-assessment, and small group assessment of a videotaped session) in other classes. Then, I think I will compare the two approaches of assessment and see how these approaches impact students’ engagement with books and discussion. It would be interesting to see what impact these two approaches have on students.
I really like the ideas that Harvey Daniels provides for observation forms for both the teacher and the students. I have used group assessment in other group projects in my classes, and I have found that this type of assessment has been really beneficial because it seems to help students divide tasks and keeps students on track with their groups. (If students know that their group members are able to give me input on student participation, they try harder, even when I am not around.)
The article by Clarke and Holwadel (2007) was somewhat shocking to read. I have not yet been in a school environment that so explicitly negative. When I was a student in elementary/middle school, some of the schools I attended had negative group dynamics, but the tensions were usually not so out in the open; students were negative and cruel in the playgrounds/hallways rather than in the middle of the class in direct view of the teacher. This gives me a great deal of ideas I can use if I am ever in this type of environment. Overall, I really enjoyed our reading this week and I think it will help me in the future.
I think you are fortunate to be able to read about, think about, and create plans for literature circles before actually doing them. I kind of jumped into literature circles my first year of teaching, and I made quite a few mistakes (though there is certainly some power in learning on your feet). You said you were shocked by the article by Clarke and Holwadel, but I think it's a pretty accurate portrayal of student dynamics in low-income schools in that region. I taught in Ohio for a year, and I experienced a lot of the same challenges that the authors highlighted. I also think it is one of the most realistic examples of literature circles in reality that I have ever read. I love Harvey Daniels, but his examples are few, and those he gives are very utopian.
ReplyDeleteIt is great to see you are taking so much away from the readings. Part of becoming a good literature circle facilitator is knowing what is out there, that way you know how to trouble shoot the problems you encounter. This is my third go round with lit. circles and I am still finding it hard to just be happy my students are reading and discussing the book. I find I always want more or that if they take a different stance on the novel I have to control myself from leading them in my directions.
ReplyDeleteI think you're probably right that there are real challenges in lit. circles that are not ideal, Rachel. I guess I will probably encounter them eventually. I wonder if I will have challenges I cannot yet imagine because I am teaching in a community college, and I have been unable to find many examples of lit. circles that involve adult developmental education.
ReplyDeleteLacy, I think it's always good to want more because it encourages us to keep building interesting and new aspects within our curriculum. I am sure I will also have difficulty letting my students control their discussion.
Thanks for your comments. :)