Reflection: Discourse and Questioning "Tulipmania" Socratic Discussion - Section 4: The Dialogic Discussion


Like I said in my Day 1 lesson plan, this lesson was originally a multiple choice assignment that leads to dialogue.  My student teacher was being observed by her university supervisor today, she's still teaching fourth hour, and she planned to do the original multiple choice lesson since she was more comfortable. 


So let's compare what happened.  Click here to see fourth hour's discussion of what the main idea of the passage is.


Which discussion had more rigorous questions?  Which discussion had more authentic questions?  Were the discussions student or teacher centered?  Which discussion had more students participating most of the time?  Which one was better? What's your concrete evidence and commentary?


I did give first hour the original passage and questions to answer for homework.  Many of the first hour students (and three of the students from fourth hour admitted it) struggled with finding the main idea.  At this point (and my opinion might change throughout the year), I think there's value in the main idea and subject matter questions as written.  For the rest of the questions, there's more value in a discussion that has student generated questions.

  Discourse and Questioning: Compared to the Original
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"Tulipmania" Socratic Discussion

Unit 5: Developing Critical Thinking with Shared Inquiry and Socratic Circles
Lesson 2 of 9

Objective: Students will be able to develop critical thinking skills by reading a passage about the history of tulips and answering types of critical thinking questions, citing evidence for their answers, and discussing answers with a small group.

Big Idea: Develop critical thinking skills through independent reading and authentic student discourse through six powerful types of questions.

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