Reflection: "Zebra"Socratic Circle and QAR Questions - Section 3: Reviewing "Zebra" QAR Questions

 

We completed the Socratic circle before reviewing the "Zebra" QAR questions.  After my student teacher and I discussed the flow of the lesson (which she was not happy with), we agreed that flip flopping the Socratic circle and QAR questions would be beneficial, and the result was much better.

 

In first hour, we hadn't had a chance to correct the misconceptions students had before their Socratic circle 'presentation.'  In fourth hour, we did.  And by we, I mean their peers.  Of course we monitored the room and checked for accuracy, but the peer collaboration was perhaps more valuable than the teacher saying, "Yes, yes, no, yes, no" to all the answers.

 

The thing that made it clear that the flip flopping was successful was how much more comfortable the fourth hour students were in the fishbowl.  First hour seemed much more timid, whereas fourth hour seemed more confident that they knew what was up.

  The Order of Activities
  The Order of Activities
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"Zebra"Socratic Circle and QAR Questions

Unit 4: Analyzing Literature in Socratic Circles with Chaim Potuk’s “Zebra”
Lesson 3 of 11

Objective: Students will be able to analyze elements of a story and cite evidence by effectively engage in a fishbowl Socratic circle.

Big Idea: Students pose questions , acknowledge alternate views, and follow rules for collegial discussions through a fishbowl Socratic seminar.

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