Using Structured Reading Groups to Facilitate Deep Learning
Bibliographic Data
| ID | 11064239 |
|---|---|
| Authors | H M Parrott (0000-0002-3678-0948, Long Island University, corresponding author), Elizabeth Cherry (0000-0001-6617-7229, Manhattanville College, Purchase, NY, USA) |
| Year | 2011 |
| Volume | 39 |
| Issue | 4 |
| Pages | 354-370 |
| Publication date | 2011-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0092055x11418687 |
| OpenAlex | W2140757504 |
| Language | EN |
| Citations received | 9 |
| References cited | 13 |
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
Teacher Engagement With Academic Reading in a Post-Service Tesol Course
Readingwriting
Just us, just discussing
Increasing Reading Compliance of Undergraduates
Why Hyflex Teaching Should Not Become the New Normal in Higher Education
Covid-19 Remote Learning Transition in Spring 2020
Bringing Deep Reading Back in
Incorporating Online and In-person Book Clubs into Sociology Courses
The Active Skim
Humanizing the College Classroom
Teaching Social Science Reasoning and Quantitative Literacy
Bringing Theory Closer to Home Through Active Learning and Online Discussion
Deep Reading, Cost/Benefit, and the Construction of Meaning
Learning to Discuss
Teaching Sociology Through Student Portfolios
The College Classroom as a Small Group
The Use of Collaborative Learning Groups in the Large Class
Collaboration and Its Discontents
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,69 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |