ENGLISH-2. BACHELORS OF ELEMENTARY pptx.

To help students in English 2

1. DIFFERENTIATED LITERATURE CIRCLES LESSON 6

2. REPORTERS JHAY ANN QUIBOL NOEL GABE JESSA GUIGAYUMA

3. explain the benefits of differentiated literature circles: analyze challenges that beginning teachers face in using literature circles; and generate personal reminders in implementing differentiated literature circles. LEARNING TARGETS

4. The teaching paradigm has shifted from a teacher-centric classroom into a learner- centered one. Communication and collaboration are also expected of us, teachers, to develop among our learners while we raise their literacy level. With all these challenges and trends in teaching, budding literature teachers like you should be creative and proactive to modify teaching methods for your classroom. INTRODUCTION REPORTER: NOEL

5. Multiple approaches to teaching have been studied and suggested by scholars. These include approaches that will make the learners engaged in classroom discussion, achieve the set outcomes, and accomplish the prepared tasks. One of the not-so novel teaching methodologies is the use of literature circles. It aims to promote collaborative discussions to construct new knowledge (Whittingham, 2014)

6. In the pariance of educational psychology, using literature circles banks on the idea of Social Constructivism by Lev Vygotsky . Such a theory posits that learning exists through socialization and the aid of a "more knowledgeable other (MKO)." The MKO does not dominate the group, rather, he/she facilitates the learning of the other members by clearing mental blocks like difficult concepts, vocabulary, themes, interpretation, and others. In the field of language education, using literature circles has stemmed from Rosenblatt's Transactional Theory (1978).

7. Latendresse (2004) also believed that literature circles are enjoyed, especially in middle elementary grades, because this methodology provides socialization opportunities that the learners enjoy.

8. Literature circle is the use of small peer-led discussion, involved in reading the same piece of literature. The group members come together to share interpretations and insights about what they read (Shelton-Strong, 2012). REPORTER : JESSA

9. Discussion Director Leads the group in stopping at certain points in the reading for the passage predictor to do his/her job Asks critical and leading questions Starts off reading aloud Creative Connector Makes text-to-text, text-to-self, and text-to-world connections based on the text read Passage Predictor Predicts what will happen next at two stopping points during the groups reading Artistic Artist Illustrates what was read Writes a caption THE FOLLOWING TABLE SHOWS THE COMMON ROLES AND FUNCTIONS OF MEMBERS IN A GROUP:

10. Super Summarizer Records the main events, characters, and setting in the section read Word Wizard Identifies new, interesting, and fun words in the text read Looks for the definition, part of speech, etc. Writes a sentence using the difficult words THE FOLLOWING TABLE SHOWS THE COMMON ROLES AND FUNCTIONS OF MEMBERS IN A GROUP:

11. ASIDE FROM IMPROVING THE LITERACY of the learners, using literature circles has other research-proven benefits: 1. IT DEVELOPS RESPONSIBILITY AMONG THE LEARNERS, 2. IT ENGAGES LEARNERS IN TOTAL PARTICIPATION BY ELIMINATING TIMIDITY IN BIG GROUP SHARING. SUBSEQUENTLY, IT BUILDS LEARNERS' CONFIDENCE TO VERBALIZE THEIR IDEAS. 3. IT PROMOTES COLLABORATION AMONG THE TEAM MEMBERS. 4. IT PROVIDES SCAFFOLDING TO BREAK DOWN READING DIFFICULTIES AND TO IMPROVE READING COMPREHENSION. 5. IT REJUVENATES EXCITEMENT ABOUT TEACHING AND INVOKES EAGERNESS ABOUT LITERATURE READING. 6. IT HELPS THE CHILDREN LEARN APPROPRIATE RESPONSES TO LITERATURE AND BASIC COMPREHENSION STRATEGIES USED IN GROUP STRATEGY DISCUSSIONS ABOUT THE LITERARY TEXT. 7. IT RELIEVES THE LEARNERS OF THE PRESSURE TO PERFORM IN LARGE GROUP CONVERSATIONS, AND PROVIDES AN ENVIRONMENT PROMOTING SAFETY AND INTIMACY.

12. FOR DANIELS (2002), THE FOCUS OF LITERATURE CIRCLES IS TO COMBINE LITERARY SKILLS AND STRATEGIES, TYPICALLY GIVEN IN A NON-THREATENING AND SUPPORTIVE ATMOSPHERE. HOWEVER, IMPLEMENTING HIGH-QUALITY LITERATURE CIRCLES IN THE ELEMENTARY IS A HERCULEAN TASK. BEGINNING TEACHER NEEDS TO POSSESS ELEMENTAL SKILLS LIKE PROVIDING PROPER MODELING AND SUFFICIENT INSTRUCTIONS.

13. HERE ARE SOME FOUNDATIONAL PROCEDURES TO ENSURE QUALITY IMPLEMENTATION OF LITERATURE CIRCLES: 1. FORM A GROUP OF FOUR TO EIGHT MEMBERS. 2. ASSIGN INDIVIDUAL ROLES. 3. SELECT A LITERARY PIECE AND GIVE EACH MEMBER A COPY. 4. READ ALOUD SOME PARTS OF THE PIECE. WHILE READING, DEMONSTRATE THE EXPECTED WORK OR FUNCTION OF EACH MEMBER. 5. PRESENT THOUGHT-PROVOKING OR ENDURING QUESTIONS TO STIMULATE DEBATE, TO ACT AS A COMPASS IN THEIR STUDY, OR TO SOLVE AFTER THE ACTIVITY. REPORTER : JHAY ANN

14. IN A DIFFERENTIATED CLASSROOM, TEACHERS ENGAGE LEARNERS IN INSTRUCTION THROUGH DIFFERENT APPROACHES TO LEARNING BY APPEALING TO A RANGE OF INTERESTS AND BY USING VARIED RANGE OF INSTRUCTION, MIXED RANGE OF TASK COMPLEXITY, AND DIFFERENT SUPPORT SYSTEMS (TOMLINSON, 2014). IN THE PHILIPPINES, THE DEPARTMENT OF EDUCATION, THROUGH THE DEPARTMENT ORDER 42, SERIES OF 2016, LISTS THAT DIFFERENTIATION IS ONE OF THE MAJOR FEATURES OF THE K TO 12 CURRICULUM. HENCE, EVERY BASIC EDUCATION TEACHER SHOULD BE EQUIPPED WITH THE PRINCIPLES OF DIFFERENTIATED INSTRUCTION.

15. Teachers differentiate roles according to learners' interests and abilities. Teachers differentiate tasks associated with roles to be scaffolded. The complexity will later be escalated to motivate learners to discuss the text at deeper levels. Teachers provide learners with flexibility in role assignments to ensure that children have a differentiated experience Teachers differentiate the content, process, product, and even environment according to the learners' readiness, interests, and learning profile of students. Research-based ways to format differentiated literature circles

16. REMEMBER, SIMPLY PUTTING LEARNERS IN A GROUP IS NOT DIFFERENTIATING. HOWEVER, THE CRITICAL DECISION IN GROUPING LEARNERS IS A PARAMOUNT KEY IN SUCCESSFULLY ACHIEVING DIFFERENTIATED LITERATURE CIRCLES. HETEROGENEOUS GROUPING IS EFFECTIVE WHEN THE LEARNERS KNOW THE ROUTINE AND STRUCTURE OF THE SKILLS AND STRATEGIES, PAIRING HIGH-LOW PERFORMING READERS HELPS TO REFINE SKILLS.

17. THE USE OF ONLINE LITERATURE CIRCLES IS SIMILAR TO THE FACE-TO-FACE VERSION, EXCEPT THAT LEARNERS TALK ABOUT THE LITERARY PIECE THEY HAVE READ IN SMALL VIRTUAL GROUPS. LEARNERS MAY USE ONLINE PROGRAMS SUCH AS MOODLE, ANGEL, NICENET, FACEBOOK, SKYPE, AND OTHER VIRTUAL CLASSROOMS. IN THIS WAY, GEOGRAPHICAL BARRIERS IN EDUCATION CAN BE ADDRESSED. ONLINE LITERATURE CIRCLES ARE ALSO AN AVENUE WHERE EXCHANGES OF CULTURAL LEARNING TAKE PLACE, ESPECIALLY WHEN DONE BY DIFFERENT RACES FROM VARIOUS COUNTRIES. DAY AND KROOM (2010) REPORTED THAT ONLINE LITERATURE CIRCLES HELPED TECHNO-SAVVY LEARNERS TO BECOME MORE ENGAGED IN THE CLASSROOM.

18. THANK YOU SO MUCH