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.
There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in her classroom. Check out how and why Johanna uses specific digital content and ed tech tools!
A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed.
Just the Facts asks one to two students to summarize quickly the reading that will be used in the day's discussion. We follow a simple protocol of "Who + What"--citing which characters from the text did what significant actions in order to move the plot forward. When the initial student is finished sharing key facts from the reading, another student might be asked to fill in any other details. If there are plot details that are incorrect, it is an opportunity for other students to correct the errors. These "police report" type of summaries can be audio or video recorded, quickly edited, and then posted on to the class website as a more engaging way for students to review significant plot points from our class texts. Although there is an ideal reading pace at which I want students to move, some will be ahead of the reading calendar and some will be behind. Also, many students are anxious or reluctant to share out loud when it comes to analysis of the reading. Given that the Just the Facts reports the text's plot and simply the facts, more students are enthusiastic about sharing because the strategy allows different students to be the experts in relaying facts.