Dialogic Literary Gatherings (DLGs) were implemented biweekly in literature and art classes, while the methodology of IGs was followed during math classes. Classical literature was utilised, namely Homer’s Iliad and The Odyssey.
IGs were made possible through volunteering of the assistant teachers of pupils that required additional support during curriculum. It was observed that pupils’ teamwork spirit was built and supported throughout the whole year.
The above practice also helped students requiring support during curriculum as their sense of belonging was enhanced since they were ‘not the only ones needing help’.