Socratic Seminar Prep
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.
I would describe my classroom as a mix of a flex and a face-to-face instructional model. During our block periods, my students transition frequently among different learning modalities, including online self-paced learning, collaborative small group learning, and whole class instruction. They use online tools to become stronger readers, to conduct research, to connect with communities beyond our classroom, and to engage civically through blogging, virtual discussions, and community-focused projects. Ideally through consistent student-to-student collaboration, my project-based classroom allows students to see the importance of social justice and how it is infused in the literature content they engage with on a regular basis. Co-teaching and authentic project-based learning are key elements of my model.
Number of Students: ~15-25 students
Number of Adults: one teacher; one student teacher
Length of Class Period/Learning Time: 92 minutes (M, T, Th, F); 35 minutes (W)
Digital Content/Ed Tech Tools Used on a Regular Basis: Google Drive; Google Apps for Education; Gooru Learning; Adobe Photoshop; Newsela; Piktochart Infographic Creator; iMovie; iPhoto; Audible; Quizlet; Jupiter Ed; Google Hangouts
Hardware Used on a Regular Basis: mobile cart with 34 Chromebooks (1:1)
Key Features: project-based; innovative use of time; student agency
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.
Socratic Seminars are one method for discussing complex texts, and they are also useful forums where students can metacognate about their learning process and even share best practices.