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VOYATeachers looking for ways to increase the critical thinking of their students will find much to assist them in this book. Copeland describes in detail the process that brought him to use Socratic Circles in his English classroom. Before the implementation, students found it difficult to discuss literary works with any depth. So Copeland sought something to assist him and his students in tackling this problem. Socratic Circles enriched their literary experience. Copeland walks readers through the rationale for using this technique, citing the research that underpins the concept of using Socratic Circles in the classroom. Snippets of sample circles serve to introduce each chapter and to further the understanding of the reader as Copeland takes them step-by-step through the process of establishing the circles. Although the technique is meant to surrender a large measure of the control over to students, Copeland is quick to point out that the teacher's role is still an essential one. Teacher preparation and (limited) participation is key to overall success. Copeland's writing is totally accessible, making the text useful for novice and experienced teacher alike. It crosses content areas as well, including pieces from social studies, science, and other fields. As part of the professional collection in a middle school and high school library, it should prove to be an important resource. It might also be valuable for librarians to use in their book club discussions. 2005, Stenhouse, 163p.; Illus. Biblio. Appendix., pb. Ages adult professional.
—Teri S. Lesesne