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Instructional Strategy

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INSTRUCTIONAL STRATEGY

Conversation Circles

Grade:

K-2, 3-5, 6-8, 9-12, UNIV

Type:

Discuss & Collaborate
/ Develop Language (MLL)
< 20

Minutes

When:

Before, during, and after reading

Materials:

None
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Description

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© Richard Drury—DigitalVision/Getty Images
Conversation Circles is a teaching strategy designed to facilitate discussion and the sharing of ideas in a structured format. This strategy allows students to articulate their thoughts and hear diverse perspectives from peers, fostering a deeper understanding of the subject matter.
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Procedure

1
Arrange students in two concentric circles, with the outer circle facing inward and the inner circle facing outward, ensuring each student in one circle faces a peer in the other.
2
Pose a discussion question, and give students a moment to think about and formulate their response.
3
Invite students to share their responses with the person they are facing, encouraging the use of evidence to support their points.
4
Signal for students in the outer circle to move two spots to the right, pairing them with new peers.
5
Introduce a new question and repeat the sharing process, continuing for several rounds to ensure varied interactions.
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Differentiation

Limited Mobility and Space: To support limited mobility and space, create one stationary and one mobile group, with the latter moving to engage with seated partners. This will ensure that all students can participate fully.
Preview Questions: Provide question previews and note-taking opportunities to support additional processing time, enhancing students’ ability to engage and contribute meaningfully.
Guided Feedback: At the end of the session, encourage students to provide constructive feedback to one another on the clarity and persuasiveness of the arguments presented. This can help build a supportive learning environment and enhance communication skills.
Reflection Time: After several rounds of discussion, allow students a few minutes of individual reflection to jot down key insights they gained or questions that arose during their conversations. This reflection can be either shared verbally in a final wrap-up round or written as a brief exit ticket. This helps students process the discussion and solidify their understanding.

Multilingual Learning Support

Beginning Proficiency: Provide visual conversation cards that include both pictures and key vocabulary in English and the home language. Pre-teach essential discussion phrases and provide a visual timer to help students pace their sharing. Write discussion prompts clearly on the board in simple English with translations when possible. Give students conversation frames (e.g., “I think…,” “I see…”) in both languages, and encourage them to use gestures, drawings, or their home language alongside English to express their ideas. Strategically pair partners so that students who share a home language can initially practice the structure together before mixing with English-dominant peers.
Intermediate Proficiency: Focus on developing more complex discussion skills by providing academic conversation frames that encourage elaboration and questioning. Model how to ask follow-up questions and provide sentence frames for agreeing, disagreeing, and building on others’ ideas (e.g., “I agree with your point about…because…,” “Could you explain more about…?”). Adjust the outer circle movement to ensure students have adequate time to process and respond in both languages. Use conversation card that include content-specific vocabulary with student-friendly definitions and visual supports, along with prompts that encourage students to make connections between concepts.
Advanced Proficiency: Emphasize sophisticated academic discourse while maintaining the dynamic movement of the conversation circles. Introduce discipline-specific language frames that support argumentation and analysis (e.g., “This evidence suggests…,” “From another perspective…”). Encourage students to use complex linking words to connect ideas and create coherent arguments. Create discussion prompts that are more abstract and require synthesis of multiple concepts while still providing language support through academic word banks and discussion guides. Introduce metacognitive prompts that encourage students to reflect on how they express their ideas across languages and how they can leverage their full linguistic repertoire to engage in academic discussions more effectively.
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Variations

Cross-Classroom Virtual Conversation Circles: Leverage digital platforms for virtual conversation to connect with students from other classes, fostering cross-classroom communication and broadening the collaborative learning experience.
© Encyclopædia Britannica, Inc. All rights reserved.
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