Okuma Çemberleri: Niçin ve Nasıl? Örnek Bir Uygulama

Abstract

Okuma çemberleri, aynı öykü, şiir ya da kitabı okumak için bir araya gelen öğrencilerin oluşturdukları gruplardır. Bu gruplarda öğrenciler, okuduklarını tartışmakta ve paylaşmaktadırlar. Gruplarda üstlendikleri rollerin gereği olarak öğrenciler, okuma çemberlerinde pek çok etkinlik yapmaktadırlar. Bu roller, temel ve seçimlik roller olmak üzere iki grupta toplanabilir. Temel roller, sorgulayıcı, bağ kurucu, okuma aydınlatıcısı, ressamdır. Seçimlik roller ise özetleyici, sözcük avcısı, hareket izcisi, karakter çözümleyici ve tahmin edici gibi rollerdir.  Her öğrenci bir rol almak zorundadır. Rollerin gereği olarak yapılan işler, öğrencilerin bilişsel, duyuşsal ve sosyal yönlerinin gelişimini sağlamaktadır. Yapılan her okuma çemberinde öğrenciler ve roller farklılaşmaktadır. Böylece farklı rolleri deneyimleyen öğrenciler okuma çalışmalarından üst düzeyde verim elde edebilmektedirler. Okuma çemberlerinin nasıl yürütüldüğüne ilişkin adım adım sunulan örnek bir uygulamanın, sınıflarında öğrenci merkezli yöntemleri kullanmak isteyen öğretmenlere katkılar sunması beklenmektedir.

Keywords

• Okuma çemberleri,okuma becerileri,öğrenci,öğretmen

Literature Circles: Why and How? An Example of Implementation

Abstract

Literature circles are groups formed by students who get together to read the same story, poem or book. In these groups, students discuss and share what they have read. As required by the roles they assume in groups, students perform many activities in literature circles. These roles may be divided into two groups as main and optional roles. The main roles are questioner, connector, literary luminary, and illustrator. The optional roles are roles such as summarizer, vocabulary enricher (word wizard), scene setter, character sketcher, and predictor. Every student has to assume a role. Literature circle activities that are done in classes contribute to students’ cognitive, affective and social development. In each literature circle, students and their roles differ. Thus, students who assume various roles in literature circles are able to benefit highly from these reading activities. A step-by-step example of how literature circles are implemented in classes is given to contribute to teachers who want to use student-centered methods in their classrooms.

Keywords

• Literature circles,Reading skills,Student,Teacher

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