Accelerated courses present unique challenges with their compressed timeframes. Building a classroom community often becomes an afterthought when one is racing to cover essential content in half the time. Yet research shows that strong learning communities lead to better outcomes, especially in accelerated formats (Brown, 2016; Fisher & Machiori, 2021; hooks, 2003). Learning Circles offer a structured discussion technique that fosters deep connection while engaging with course material, transforming a compressed schedule from obstacle to opportunity.

In learning circles, students alternate between an inner circle of active discussants engaging with course texts and an outer circle of observers tracking conversations. Midway through class, students switch positions, with new discussants building on insights while former speakers become observers. This technique simultaneously fosters community and deepens content understanding by giving all students meaningful opportunities to both contribute to and analyze academic discussions. 

How to Implement Learning Circles

Create an Intentional Space

• If meeting on campus, arrange 6-8 chairs in an inner circle with no barriers between participants (Copeland, 2005), and position 10-15 chairs in an outer circle surrounding the inner circle
• Provide observation forms for outer circle participants (more on this in the Structured Observation Form section below)
• For synchronous online courses, create a clear visual representation of the circles by using gallery view and having inner circle participants turn on cameras while outer circle members turn them off

Select Focused Discussion Materials

In preparation for a class meeting, design engaging discussion activities around accessible texts. 

• Choose brief readings/recordings/podcast episodes that present multiple viewpoints on a key course concept. In my Introduction to Counseling course, for example, I use a brief case study of a client experiencing depression symptoms along with two contrasting treatment approaches
• Create 3-5 specific questions that prompt analysis rather than recall (Fisher & Machiori, 2021). For example, rather than “Compare and contrast a humanistic-existential approach to a cognitive behavioral approach,” ask "How might a humanistic-existential approach differ from a cognitive-behavioral approach when working with this client's trauma symptoms?"
• For online courses, use digital annotation tools like Perusall or Hypothes.is for collaborative pre-reading to ensure all students engage with materials before discussion. See how other instructors have done this in Increase Reading Motivation and Metacognition with Social Annotation, or meet with an instructional designer to explore options.

Design a Structured Observation Form

• Create a form with specific categories for observers to track
• Include sections for: evidence use, questioning techniques, listening skills, perspective-taking
• Add a reflective component: "What perspective was missing from the discussion?"
• Provide space for observers to note specific statements that deepened, changed, or challenged the conversation

Facilitate with Intentionality

• Begin by framing the purpose: "Today we're exploring multiple theoretical perspectives on depression intervention through dialogue"
• Model the role of guide rather than expert (King, 1993)
• When discussion lags, use prompts like: "How might that approach be received by a client with cultural concerns about mental health treatment?"
• Resist the urge to correct misinformation immediately; allow peers to address gaps first

Structure the Feedback Exchange

• Provide specific language stems for constructive feedback: "I noticed that the discussion seemed to deepen when..."
• Ask outer circle to highlight examples of effective perspective-taking
• Direct feedback toward the collective discussion rather than individual participants

Guide the Transition

• Allow 2-3 minutes for inner circle to document key insights before switching
• Pose a bridging question for the new inner circle: "Building on what you've observed, how might these approaches be integrated in practice?"
• Encourage new inner circle to reference specific points from the first discussion
• Remind former discussants of their new responsibility as observers

Facilitate Meaningful Synthesis

• Create a visual record of key insights (ie., whiteboard, Google shared document)
• Connect discussion to upcoming assignments: "How will today's insights inform your case conceptualization due next week?"
• Prompt each student to identify one new perspective they gained and one question that remains
• In my counseling courses, I conclude by asking: "How has today's discussion shifted your understanding of your role as a counselor?"

Why It Works

Learning Circles embody what bell hooks (2003) describes as a pedagogy of hope where students become co-creators of knowledge rather than passive recipients. This approach shifts the instructor from expert to collaborator (King, 1993), creating space for authentic dialogue. Research demonstrates that this format helps students overcome reluctance to speak publicly while fostering a sense of belonging (Fisher & Machiori, 2021). Its structured nature creates a holistic approach that values student perspectives while maintaining academic rigor (McAuliffe & Eriksen, 2011). By integrating Learning Circles into compressed courses, instructors create environments where community and content reinforce each other, maximizing the unique opportunities that accelerated-course teaching presents.

References and Resources

Brown, A. C. (2016). Classroom community and discourse: How argumentation emerges during a Socratic circle. Dialogic Pedagogy: An International Online Journal, 4, A81-A97. 

Copeland, M. (2023). Socratic circles: Fostering critical and creative thinking in middle and high school. Routledge Publishing. 

Fisher, R. L., & Machirori, T. L. (2021). Belonging, achievement and student satisfaction with learning: The role of case-based Socratic Circles. Innovations in Education and Teaching International, 58(1), 25-35. 

hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge. hook’s Teaching Community available at OU Libraries.

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. 

McAuliffe, G., & Eriksen, K. (2011). Handbook of counselor preparation: Constructivist, developmental, and experiential approaches. Sage Publications.

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About the Author
Dr. Clark D. Ausloos is an assistant professor in the counseling department, in the School of Education and Human Services. His teaching philosophy centers on a constructivist, student-centered approach that values developing meaningful connections with students. Beyond teaching, Dr. Ausloos holds licenses as a Clinical Counselor and School Counselor and has received high recognition from students for his engaging and sensitive handling of diverse topics.

Photo by Tima Miroshnichenko on Pexels. Others may share and adapt under Creative Commons License CC BY-NC.

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