Using Video To Reflect on Teaching & Learning: Script_SocraticSeminar_111413_Period4.docx

 
 
 
Script_SocraticSeminar_111413_Period4.docx
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
 
Feedback Systems

Using Video To Reflect on Teaching & Learning

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.

Strategy Resources (2)
Teacher In Action
 
 
This Teaching Channel video highlights Johanna's practice of consistently using video to allow her students and her to reflect on their conceptual understanding and performance in her class.
 
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
 
Teacher In Action
 
 
This Teaching Channel video highlights Johanna's practice of consistently using video to allow her students and her to reflect on their conceptual understanding and performance in her class.
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Long
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
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. 

 
Feedback Systems
Google DOCtoring

In the "Google DOCtoring" strategy, a Google Document is shared among the members of a small student group or with the whole class. My students will then collectively annotate text evidence and/or give responses to questions about the class text. This strategy pushes each student's sense of accountability to the whole group, and it challenges all of my students to be clear in expressing their thoughts in writing. Early in the school year, I use the collaborative notes from Google DOCtoring sessions to assess my students' understanding and to push individual student's thinking. Once students become accustomed to working on Google Docs together, this strategy is also an efficient way to collaborate and build text analysis together that can later be used for Socratic Seminars and essays. 

 
Independent Student Learning
Annotation Logs

Annotation Logs in my class can be on paper or online, usually depending on what modality the student prefers, as well as what their access is to technology at home. Annotation Logs are a routine through which my students explore the unit text by analyzing quotes, asking questions, and making clarifications. Whether online or on paper, it is my routine to respond to their annotations. Because each student writes so many annotations throughout a unit, I have many opportunities to dip into their thinking at multiple points along the way. Annotation Logs are fundamental building blocks to some of my other classroom practices including Socratic Seminars, TIED analysis paragraphs, and essay writing. For each annotation in the log, my students must include their focus for the annotation, the quote itself, the page or line number, and the analysis. The focus of the annotation could be a literary device, a theme connection or an approach through one of the literary theory lenses we have studied. Citing the quote and where it is found makes for easy reference later on. The analysis is 3-4 sentences that shows how the quote addresses the initial focus they indicated. It is in this last part that I address any feedback by asking questions and clarifying any plot confusion.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close