No Series: Socratic Seminars: Patience & Practice
ELA.RL.9-10.1
| Common core State Standards
- ELA: English Language Arts
- RL: Reading Standards for Literature 6-12
- 9-10: 9th & 10th Grades
-
1:
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
ELA.RL.9-10.4
| Common core State Standards
- ELA: English Language Arts
- RL: Reading Standards for Literature 6-12
- 9-10: 9th & 10th Grades
-
4:
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).
ELA.SL.9-10.1c
Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-12
- 9-10: 9th & 10th Grades
-
1c:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.
Save to My Resources
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT
Enjoy your first video for free. Subscribe for unlimited access.
Have questions about subscribing?
Click Here to learn more about individual subscriptions.
Click Here to learn more about School and Institution access.
Discussion and Supporting Materials
Thought starters
- How do students develop discussion skills by participating in both the inner and outer circles?
- What can you learn from Ms. Price about using the language of the Common Core with students?
- Ms. Price says that it's our responsibility to make it their responsibility. How does she do this?
School Details
Mountain View High School3535 Truman Avenue
Mountain View CA 94040
Population: 2062
Data Provided By:
Teachers
Paige Price
Newest
|
4 MIN
|
5 MIN
|
5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
109 Comments
Kris Strand Aug 29, 2020 5:30pm
1. When students are in the inner circle they are a part of the discussion and when they are in the outer circle they are observing and critiquing their partner's discussion. Both places are valuable in regards to learning, they both provide a different perspective on the discussion so that increases their knowledge in the discussion.
2. The idea of changing the rubrics as the year progresses which means that she doesn't just teach one standard and move on, she differentiates a has students grow into the standards.
3. By using the socratic circle she facilitates the discussion rather than standing up front lecturing which pushes the responsibility for learning onto the students but she as a facilitator can further the discussion when she feels it is necessary or she wants students to pursue a different path.
Loriz Gomez Jul 22, 2020 4:52pm
Students develop discussion skills by having the opportunity to engage the inner group as active participants by answering questions and having discussions. Meanwhile, the outer group listens attentively to give feedback or taking notes. Ms. Price holds her students accountable and lets them do the teaching/learning. It takes patience as a teacher to sit and watch students take charge of their own learning.
Elizabeth Owonikoko Jul 10, 2020 1:06am
In this formal text-based discussion, the group leader asked an open-ended question and wait patiently for someone to answer. As the discussion continues, students have to listen closely to comment on other answers by thinking critically for themselves and articulate their own thoughts or ideas to the ideas of others. It is an opportunity for the teacher to listen as the students struggle through multiple ideas. The teacher has to be patient with the student to explore their text and develop critical thinking to give a meaningful response.
Janeece Flint Apr 16, 2020 6:52am
Yes. The waiting through the silience is the hard part! It's tough as an adult and exruciating for teens. It a skill we all neeed to learn especially if we are extroverted. To me in this sonerio the content for this scenerio is less important than learning the skills.
Thanks!