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.
A Gooru Collection is a strategy I utilize frequently in my blended classroom to personalize learning for my students. Students log into our class on the Gooru site to access a curated "digital playlist" of engaging resources that I have found online or created myself. These different "texts" can be videos, images, articles, websites--basically anything that can be accessed online. Students interact with the resources in the Collection at their own pace, and I make time in each class period to check in with each student while they are engaged in the Collection (this is facilitated by my students' use of headphones). Students can review an uploaded resource multiple times if necessary to gain understanding. I include questions after every resource to prompt my students' thinking and/or to assess what they are learning from the resource. Given the media-driven world in which we live, it is important for my students to have this opportunity to synthesize their understanding of concepts and literary elements through multiple text formats.
One of the most essential steps for a successful Socratic seminar is the preparation of evidence that each student will bring into these discussions. One of the ways we prepare is through Pair Posters followed by a Gallery Walk. To give context, the seminars are whole class and entirely student-facilitated. Given all of the personality dynamics at play during the actual seminar, coupled with the ever-present video camera recording their thoughtful conversation that will later be scripted, it is fundamental that the students ground their opinions and questions in the text in order for the seminar to be a positive learning experience. One method of preparation that helps them do this, and that also generates enthusiasm for this high-stakes discussion, is dividing the class into pairs to create quote posters. After each pair is assigned a literary device, they then use their Annotation Logs to select text evidence shows how the literary device functions. This involves conversation and negotiation between the pair who then have to use the device analysis to connect back to one of the themes we have been studying as a class and incorporate an image that illuminates that connection. The public nature of the gallery walk that ensues after the posters are completed ensures that student pairs also spend time polishing the final product. Their peers will then take pictures of all the posters and decide which ones they might want to use as part of their individual evidence preparation for the Socratic seminar.
I would describe my classroom as a mix of a flex and a face-to-face instructional model. During our block periods, my students transition frequently among different learning modalities, including online self-paced learning, collaborative small group learning, and whole class instruction. They use online tools to become stronger readers, to conduct research, to connect with communities beyond our classroom, and to engage civically through blogging, virtual discussions, and community-focused projects. Ideally through consistent student-to-student collaboration, my project-based classroom allows students to see the importance of social justice and how it is infused in the literature content they engage with on a regular basis. Co-teaching and authentic project-based learning are key elements of my model.
Number of Students: ~15-25 students
Number of Adults: one teacher; one student teacher
Length of Class Period/Learning Time: 92 minutes (M, T, Th, F); 35 minutes (W)
Digital Content/Ed Tech Tools Used on a Regular Basis: Google Drive; Google Apps for Education; Gooru Learning; Adobe Photoshop; Newsela; Piktochart Infographic Creator; iMovie; iPhoto; Audible; Quizlet; Jupiter Ed; Google Hangouts
Hardware Used on a Regular Basis: mobile cart with 34 Chromebooks (1:1)
Key Features: project-based; innovative use of time; student agency