Our Session Design
As we take on reading challenging works of literature and engage in critical discussion together, our cohorts are oriented toward relationship-building and connection.
Whether a cohort is meeting for three or eight weeks, we follow this session structure to foster connection—even as we focus on depth and rigor with the material.
The First Session
Begin
We’ll begin with introductions, followed by a review of our group agreements and some housekeeping. Then we will delve into our first discussion through an opening question!
The Middle Sessions
Deep Reading Together
The Instructor will guide students in a rich dialogue about the text. We will work together to close-read and authentically express our thoughts and ideas.
The Final Session
Text Meets Art
We will introduce a new, related contemporary “text”—a film adaptation, work of visual art, stage performance, poem, and so forth—into the dialogue.
Session Elements and Structure
*These are example session times. Specific times are different for each cohort, so make sure to check specific cohort pages for full details!
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Cohort members will join the call promptly and on time, get settled, and make sure videos and microphones are working. This will be a warm, open time for everyone to very briefly share how they are doing and enter into the space in a grounded, attentive way.
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Each session begins with a 10-ish-minute exercise called Recall, which aims to help students access knowledge solely from memory.
We will share words, phrases, ideas, questions, and moments that we remember off the top of our minds — without the need to layer on interpretation.
This exercise aims to build knowledge and demonstrate initial comprehension of the reading, while also connecting us as a team.
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After we’ve done a few rounds of Recall and everyone has had the chance to speak, we’ll begin with an Opening Question.
This is an open-ended question that the instructor will ask the cohort. They will then let the cohort take the reins.
It provides a doorway into the text, and will always be connected to a key learning objective.
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We will begin to make statements and observations, ask questions, and present our interpretations of the book. Cohorts will practice building on ideas, encountering agreements and disagreements, and making collective decisions to transition the conversation into new threads. Each student will have the opportunity to not only contribute, but to lead the group into an idea.
The instructor is there to serve as an attentive, expert guide on the text and on the art of the dialogue. They will affirm key ideas and movements and help the group work through “hot and cold” moments, all while giving the cohort agency to direct where the conversation goes next.
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In the final 10 minutes of each session, we will bring the discussion a close and summarize what we’ve discussed — tracing where the dialogue led to the most exciting moments of learning, and noticing where it felt challenging or stagnant.
This is a moment where the instructor will invite each student to contribute a thought.
The goal is to build metacognitive awareness—awareness of our thinking processes—without any judgement, on our individual and collective process and contribution.
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In the final few minutes, the instructor will offer three well-designed prompts based on the age/cohort type and the content of that session’s reading:
An academic writing prompt (e.g., a research essay).
A creative writing prompt (e.g., a persona poem or a text-to-life essay).
A research activity prompt (e.g. dig up more on the origins of words, texts, ideas, and key concepts we explored).