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".
As with the Warm-up activity that gets the brain going at the beginning of class, my students end class with an activity that lets them feel closure with the lesson and their work for that day. The activity is almost always an online reflective journal or survey, and the purpose is to have an impact on and inform my planning for the next class. Sometimes we end the period with a whole-class conversation instead, especially after a Socratic Seminar day, because we use the conversation to debrief and think metacognitively about our discussion process as a whole group. Students should develop metacognition skills as a way of understanding how they learn. The debrief looks at the learning process for the day and is that opportunity for me to point out how different students learned well because they have certain strategies they used effectively. In this way, more students can benefit from that reflection. Literacy development requires so many strategies that operate differently given the text. When my students can benefit from understanding how they each learn, a strong sense of community and collaboration develops.
A blended teacher’s personal mindsets shape her decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Johanna’s mindsets have helped to shape her blended instruction.
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.