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.
Peer to Peer Scoring is a feedback strategy I use regularly to ensure that my students become comfortable with and skillful at giving and receiving feedback about their academic work. In most cases, I develop rubrics to assess a particular skill and I ask the students to use the rubrics to score their peers' work on a given assignment. This strategy creates a common understanding of high-quality academic performance and the standards we use to assess that quality. Peer to Peer Scoring affords my students multiple opportunities to explain clearly their reasons for coming to a particular assessment of their peers' work, thereby helping each student to internalize what rigorous intellectual work consists of. Peer to Peer Scoring is also an effective scaffolding strategy to prepare my students for their Senior Research Projects, a rigorous graduation requirement at our school that culminates in seniors getting feedback from community members.
My students have a high-stakes oral defense of their senior research towards the end of the spring semester, and we prepare for that all year. The Video Diagnostic is a recording of each student’s starting point in the oral presentation process and an opportunity for students to see a snippet of their presentation "selves," what their peers see as their current strengths, and what their teacher sees as their current challenges. Each Video Diagnostic includes these three parts -- the oral presentation, peer feedback, and teacher feedback. These are then packaged into one short Video Diagnostic, uploaded, and shared to the student. The student watches it all and gets a clearer sense of how they appear to an audience in terms of their tone, inflection, pacing, and eye contact. I also have them watch these diagnostics a few weeks before the high-stakes presentation as a confidence booster because all of them will have made tremendous gains in their oral presentation skills from that first diagnostic to months later when they are finalizing their presentations at the end of the year.
Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Johanna utilizes Assessment and Data here.