Inside Outside Circles

Using inside out circles...

- Offers opportunity to connect with numerous people
- Builds comfort with multiple people
- Exposes to different perspectives

Implementation

Overview

- The "Speed dating circle."
- Like fishbowls inside outside circles include a small circle encircled by a larger one, but in this case students in the inner circle face out and partner with a student from the larger circle.
- At the teacher’s prompt, the partners talk about a topic for a few minutes. Then at another prompt students in the inner circle rotate clockwise so that all eventually work together

Core Components

- Structured practice
- One inner circle
- One outer circle
- Purpose clearly identified
- Facilitated intentionally maintaining purpose

Proactive Implementation

- Establishing inside outside circles requires a community of learners that understands the expectations and is experienced in the circle format. Starting with sequential circles, fish bowls, & then moving to inside outside circles is suggested. Students should practice inside outside circles with low vulnerability topics.

Responsive Implementation

- Responsively introducing inside outside circles may stem from a need for increased perspective taking and listening skills of a student, group, or classroom. Observations are made and notes are taken to support the inner group. These roles of inner and outer allow for skill building.

Bucket Fits

Connection

If the need is connection then the topic may be used to repair harm and conflict while hearing all perspectives.

Skills Training

If the need is skill building then students on the inside may be practicing expression or a socratic conversation. Students on the outside may be taking notes, practicing listening and perspective taking.

Awareness

If the need is awareness then students may sit on the outer circle and perspective take to better understand others view of the situation.

Emotional Regulation

If the need is regulation then student may have the option to remove themselves for a self imposed regulation time before returning to either circle.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

- Duration
- Frequency
- Feedback
- Reinforcement
- Goals

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

Resource

EWU INSIDE OUTSIDE CIRCLES

Responsive Classroom Description

- Example: Mentors of connect crew occupy the inner circle and spend a few minutes engaged in social conversation with each 9th grader in the outer circle. After the freshmen have met all the mentors, they complete an online survey listing the three mentors they’d prefer to have.