Our classroom is committed to being in the public eye, so that our work together has real-life meaning and authentic value. Thus, it is necessary that a culture is established in which everyone looks at each other as assets in the game where constructive criticism meets the oral presentation. This is key, especially in small groups when students will be giving peer-to-peer feedback and scoring each other on the same rubric that an outside audience will be using to score their presentation performance. When students do this kind of partner assessment, I find it most effective if the group only focuses on one or two of the rubric domains rather than the entire rubric. By concentrating their feedback, they are then able to take the next step -- developing a common and targeted set of strategies that they all can practice in order to become excellent oral presenters.
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!
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.
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.