Teacher Tracking of Socratic Seminar
The Socratic Seminar is completely student-run in my class, and I alternate between the inner/outer circle format and a single-circle format. As the teacher, I play the role of videographer and when there is only one circle, I publicly track the quality of student comments on the white board throughout the conversation. This is an effective way to let students know when their thinking is becoming more and more insightful. I use the colors green, orange, and red to color code the tally marks I make on the board. Green means that the student offered a comment that made sense and was explained well. Orange signifies that the students cited evidence with their comment, which is the goal for everyone to reach at least once in the seminar. Lastly, a red tally mark next to a student's name means that the student not only used evidence when they commented but also offered a keen insight using that text evidence. This kind of in-the-moment tracking encourages the students to really think about how to share thoughts in the Seminar that will allow their peers to dig deep into the text and create meaning. They strive for the red tally because it means their brain and their contributions to the Seminar are "on fire".
A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Johanna’s culture impacts student achievement!
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.
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.