Filming a Socratic Seminar
Although I can not predict when great insights will come up during a Socratic seminar, I can be assured that they will happen. I film the seminar because I then play back the footage to help me create accurate scripted notes that students can use as an additional resource to support their analysis writing. I have also found that using clips from the seminar to build a Gooru collection or to share during a moment of direct instruction is a very engaging way to teach. It also acknowledges what my students know and it allows them to, in essence, help me teach the class.
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Johanna plans for instruction in her blended classroom.
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.
In the "Google DOCtoring" strategy, a Google Document is shared among the members of a small student group or with the whole class. My students will then collectively annotate text evidence and/or give responses to questions about the class text. This strategy pushes each student's sense of accountability to the whole group, and it challenges all of my students to be clear in expressing their thoughts in writing. Early in the school year, I use the collaborative notes from Google DOCtoring sessions to assess my students' understanding and to push individual student's thinking. Once students become accustomed to working on Google Docs together, this strategy is also an efficient way to collaborate and build text analysis together that can later be used for Socratic Seminars and essays.