Using Video To Reflect on Teaching & Learning: Script_SocraticSeminar_111413_Period4.docx

 
 
 
Script_SocraticSeminar_111413_Period4.docx
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
  • Script_SocraticSeminar_111413_Period4.docx
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
 
Feedback Systems

Using Video To Reflect on Teaching & Learning

One thing students can always count on in our Socratic seminars is that they will be recorded. Preparing for the Socratic Seminar involves watching film footage of the previous seminar discussion. Students can participate more effectively if we acknowledge what they are doing right, and they buy in more deeply to the idea of using evidence to back their claims when I do the same during this preparation process. In this case, I use evidence in the form of recorded footage to demonstrate their success with some key aspects of a quality academic discussion.For this strategy, the purpose is twofold. First, though I do not re-play each and every single video, I do feel that there is value in capturing student talk that can be made available for those students who can benefit from listening to their peers. This is why I upload and share the videos to all of the students. I have often used recordings of classroom discussion to inform how I will revise the same unit for the following year.The second purpose of this strategy is so that I can script verbatim the exchanges between the students that happen in the seminar. I then provide the students this script, and they can see what we call their “isms”. For example, a student might notice that they say the word “like” or “ya know what I’m sayin’” repeatedly in the seminar. These “isms” affect how people listening to them might respond, and by capturing them on paper, it gives the students evidence of what they will want to work on in terms of the way they orally present themselves. The scripts are also a useful resource for when students are constructing analysis through writing because they or their peers might have cited a strong quote or made a critical connection on which students can build their own analysis.

Strategy Resources (2)
Teacher In Action
 
 
This Teaching Channel video highlights Johanna's practice of consistently using video to allow her students and her to reflect on their conceptual understanding and performance in her class.
 
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
 
Teacher In Action
 
 
This Teaching Channel video highlights Johanna's practice of consistently using video to allow her students and her to reflect on their conceptual understanding and performance in her class.
Student Data
 
 
This is sample of the Scripting Notes that are transcribed from a video recording of a Socratic seminar. These notes are uploaded and shared to the students, so they can use it as a resource for their later writing assignments.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Long
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Academic Culture
Johanna's Classroom Culture

A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Johanna’s culture impacts student achievement!

 
Feedback Systems
Partner Assessment

Our classroom is committed to being in the public eye, so that our work together has real-life meaning and authentic value. Thus, it is necessary that a culture is established in which everyone looks at each other as assets in the game where constructive criticism meets the oral presentation. This is key, especially in small groups when students will be giving peer-to-peer feedback and scoring each other on the same rubric that an outside audience will be using to score their presentation performance. When students do this kind of partner assessment, I find it most effective if the group only focuses on one or two of the rubric domains rather than the entire rubric. By concentrating their feedback, they are then able to take the next step -- developing a common and targeted set of strategies that they all can practice in order to become excellent oral presenters.

 
Assessment & Data
Johanna's Use of Assessments and Data

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.

 
 
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