Collaborative Student Groups

Moral Reasoning Conversation

A Moral Reasoning Conversation is a student grouping and discourse strategy that involves heterogeneous groups of 4-5 students holding table discussions about their responses to provocative questions that frame, go deeper with, or reflect on the day's lesson. This is an especially effective strategy to use when we are engaging with complex themes in the literature we are reading as a class. The purpose of Moral Reasoning Conversations is for my students to prepare the thoughts that they will introduce in a subsequent whole-class discussion or a more formal Socratic Seminar. The students are given a situation that asks them to use their individual moral compasses to determine how they would behave in a complex ethical context. They discuss these moral dilemmas with peers in their table groups. At key moments during the discussion, I introduce "wrenches" that add layers of complexity to the dilemmas and push students towards deeper critical thinking and consideration of multiple perspectives. I consider carefully how much detail to present regarding each initial moral dilemma, so that my students have the opportunity to develop their own "wrenches" for the Moral Reasoning Conversation. 

Strategy Resources (2)
Strategy Explanation
 
 
A sample agenda from the class website shows how the Moral Reasoning Conversation is contextualized within a three-lesson series, specifically about the concepts of paternalism and duty in the novel "Native Son".
 
Strategy Explanation
 
 
A sample agenda from the class website shows how the Moral Reasoning Conversation is contextualized within a three-lesson series, specifically about the concepts of paternalism and duty in the novel "Native Son".
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Long
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Assessment & Data
Filming a Socratic Seminar

Although I can not predict when great insights will come up during a Socratic seminar, I can be assured that they will happen. I film the seminar because I then play back the footage to help me create accurate scripted notes that students can use as an additional resource to support their analysis writing. I have also found that using clips from the seminar to build a Gooru collection or to share during a moment of direct instruction is a very engaging way to teach. It also acknowledges what my students know and it allows them to, in essence, help me teach the class. 

 
Collaborative Student Groups
Film Framing

Film Framing uses animated films students often remember from childhood as a jumping-off point for approaching the serious and often emotionally tough conversations that we will be having later in the class period about the novel we are studying. Given their visual appeal and simple storylines, these films are one way to support my students as they grapple with complex questions and apply literary theories and devices. Part of the analysis process for my students is tracking their observations throughout each clip and using those notes during the class discussion that follows the viewing. The understanding they gain through the film discussion on how to answer these complex questions and apply multiple lenses is then applied to our class novel. An additional benefit of Film Framing is that my students become more critical consumers of media in general.

 
Instructional Openings
Opening Journal Warm-Up

While I often use a Google Form survey or an opening conversation to start class and set the tone, there is also tremendous value in having students write their individual thoughts in their Writer's Notebooks. Ours is a mostly paperless classroom despite the fact that it is an English class, so these pen-to-paper moments are significant ones. Students understand that these journal entries are silent reflections meant to put them in the frame of mind needed for the day's lessons. 

 
 
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