A blended teacher’s personal mindsets shape her decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Johanna’s mindsets have helped to shape her blended instruction.
Socratic Seminars can be amazing learning experiences for students when they take the time to prepare what they will contribute to the conversation. Once the seminar prompt has been clarified, each student gets ready by reviewing their Annotation Logs to identify what evidence and analysis addresses the prompt. This preparation often takes 15 minutes, and during that time students use a graphic organizer to develop the key points they want to contribute. Regardless of how many Socratic Seminars we may have already done in the class, we always review the norms to ensure that the time we spend in dialogue is useful and inclusive.
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.
Just the Facts asks one to two students to summarize quickly the reading that will be used in the day's discussion. We follow a simple protocol of "Who + What"--citing which characters from the text did what significant actions in order to move the plot forward. When the initial student is finished sharing key facts from the reading, another student might be asked to fill in any other details. If there are plot details that are incorrect, it is an opportunity for other students to correct the errors. These "police report" type of summaries can be audio or video recorded, quickly edited, and then posted on to the class website as a more engaging way for students to review significant plot points from our class texts. Although there is an ideal reading pace at which I want students to move, some will be ahead of the reading calendar and some will be behind. Also, many students are anxious or reluctant to share out loud when it comes to analysis of the reading. Given that the Just the Facts reports the text's plot and simply the facts, more students are enthusiastic about sharing because the strategy allows different students to be the experts in relaying facts.