Using Structured Reading Groups to Facilitate Deep Learning

Datos Bibliográficos

ID11064239
AutoresH M Parrott (0000-0002-3678-0948, Long Island University, autor de correspondencia), Elizabeth Cherry (0000-0001-6617-7229, Manhattanville College, Purchase, NY, USA)
Año2011
Volumen39
Número4
Páginas354-370
Fecha de publicación2011-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0092055x11418687
OpenAlexW2140757504
IdiomaEN
Citas recibidas9
Referencias citadas13

Two significant challenges in teaching college courses are getting students to complete the readings and, beyond that, having them engage in deep reading. We have developed a specific group work format within our courses to facilitate both deep reading and active discussion of course material. Early in the semester, students are assigned to their small groups and a set of rotating group roles: discussion leader, passage master, devil’s advocate, creative connector, and reporter. Students meet with their group regularly in class throughout the semester. Before each group meeting, they are to complete a set of readings and a reading preparation sheet for their given reading group role. In this article, we outline how to implement these groups, the benefits of them, and variations to the standard format. We also present quantitative and qualitative student evaluations of this group work format demonstrating the success of this teaching technique

Class (philosophy · Group (periodic table · Group work · Linguistics · Mathematics education · Pedagogy · Reading (process · Set (abstract data type · Teaching method · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology