Google Form Warm-Up
The Warm Up is a strategy I use during the first 10 minutes of every class to activate my students' interest and to prepare them individually and collectively to engage in the content of the day's lesson. A Warm Up can be a journal write, a table conversation, a review of a short Gooru Collection (please see the "Gooru Collection" strategy video), or a teacher-generated survey that students take using a Google Form. With the exception of table conversations, my students understand that Warm Ups are silent exercises that allow them to reflect honestly and by themselves without the influence of other's opinions. Responding to a Google Form Warm Up is one of my students' favorite strategies because the common spreadsheet populated by their answers is shared with everyone across multiple sections of English 12, making students who are in different class periods feel more connected. The Google Form Warm Up also allows my students to practice working with data through small-group and whole-class conversations.
One thing students can always count on in our Socratic seminars is that they will be recorded. Preparing for the Socratic Seminar involves watching film footage of the previous seminar discussion. Students can participate more effectively if we acknowledge what they are doing right, and they buy in more deeply to the idea of using evidence to back their claims when I do the same during this preparation process. In this case, I use evidence in the form of recorded footage to demonstrate their success with some key aspects of a quality academic discussion.For this strategy, the purpose is twofold. First, though I do not re-play each and every single video, I do feel that there is value in capturing student talk that can be made available for those students who can benefit from listening to their peers. This is why I upload and share the videos to all of the students. I have often used recordings of classroom discussion to inform how I will revise the same unit for the following year.The second purpose of this strategy is so that I can script verbatim the exchanges between the students that happen in the seminar. I then provide the students this script, and they can see what we call their “isms”. For example, a student might notice that they say the word “like” or “ya know what I’m sayin’” repeatedly in the seminar. These “isms” affect how people listening to them might respond, and by capturing them on paper, it gives the students evidence of what they will want to work on in terms of the way they orally present themselves. The scripts are also a useful resource for when students are constructing analysis through writing because they or their peers might have cited a strong quote or made a critical connection on which students can build their own analysis.
Generating student talk in the classroom is a focal point for my teaching, and it is important that those conversations happen in both high-stakes and low-stakes settings. A Warm-Up is the forum for a low-stakes conversation that can generate a high return. For example, the journey for a student to become an excellent oral presenter can be an uncomfortable one. Opening class with a conversation where students can talk with each other in anticipation of these growing pains does perpetuate a sense of camaraderie and support, although my students have referred to it as a feeling of "shared doom". Additionally, a teacher can have an influence on the energy of the class depending on what prompts are crafted for the Conversational Warm-Up.
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