No Series: Scaffolding for Socratic Seminar (Uncut)
ELA.SL.11-12.1a
| Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-\x80\x9312
- 11-12: 11th & 12th Grades
-
1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 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 promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
ELA.SL.11-12.4
Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-\x80\x9312
- 11-12: 11th & 12th Grades
-
4:
Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
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This 71 minute Uncut Classroom footage was used to create:
Scaffolding for Socratic Seminar
Using Technology to Boost Confidence
What You'll See:
- Use of Chromebooks
- Google forms
- Use of Padlet
- Themes from Brave New World
- Small group discussion
Discussion and Supporting Materials
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
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TCHERS' VOICE
English Language Arts
4 Comments
Brady St John Jul 20, 2021 11:58pm
I liked most of this, but I think she messed up when explaining Soma and Prozac in a way that would bias the students' opinions. Instead of a simple definiton, her opinion on Prozac was obvious.
Grace El-Fishawy Dec 15, 2020 10:08am
Really cool to see the teacher build energy through out the class toward the final discussion. I'm curious / thinking about what kind of additional language supports / SIOP strategies might have made the lesson more accsessible to more students esp. wtih the first question form.
Elizabeth Owonikoko Jun 23, 2020 3:09am
The teacher use of technology in the socratic seminar activity was very informative. I really love the way she used video of the same lesson from previous years to help the students understand what they need to do. The students engaged in a collaborative discussion and debate of a social issue broad enough to generate a healthy debate. The teacher use of scaffold was very effective because the students understood the statements, the main idea and appreciate the ideas and opinion of their collegues. I also love the way the students used evidence from their environment and personal experience to justify their stand.
The students learned how to organized and present their ideas in a logical manner. I believe this activity brought out a lot of skills the students' have acquired, like listening, organizing their thoughts, and communicate boldly without fear of being judged.
Lan Pham Jun 15, 2020 1:48am
The teacher provides a great way to help students practice with Socratic Seminar activity, where they help each other to understand the ideas through discussion and debate.
I like the idea of using technology with Google Classroom to take opinions from students, which can get all students' engagement and share their thoughts with confidence. The teacher has raised some social statements for students to decide whether they agree or disagree and to what extent they agree or disagree. The topics in these statements are broad enough for them to debate, using their own experience and prior knowledge. It is effective that the teacher scaffolds the lesson to make it easier for the students to understand the statements, the themes and follow the thoughts and opinions of others, and therefore, they can actively participate in the discussion. Moreover, the teacher encourages her students to support their opinions with evidence and justify the reasons why they think that.
This practice is useful for students to improve their speaking skills, learn how to organize and present their thoughts and ideas, and enhance their critical thinking skills as well.