Socratic Seminars! Wahoo!

As you may have heard I am on a kick with Socratic Seminars. I love this strategy! It's so purposeful, allowing the students to take ownership of their text based conversation, leaving the teacher merely as a guide to set the stage for success. The students are responsible for facilitating a discussion around ideas in the text through listening, making meaning, and finding common shared understanding.

Below you will find the process Ms. Hodkinson and I went through this week for 5th and 6th grade:

Step One: Selecting appropriate texts.

Socratic seminars are based on close textual analysis so it is important to select a text that provides avenues for interpretation and discussion. I decided to choose two texts since we are working on comparing two texts in 5th and 6th grade. I chose two different texts on Amelia Earhart; One text is organized as a readers theatre, while the other shows an obvious bias of how her actions lead to her...disappearance. We read each text closely coding and  highlighting different metacognition stems. After reading each text they were responsible for comparing the texts and determining character traits that Amelia possessed that made her the “sassy” pilot she was.

Step Two: Students prepare for the Seminar

Before beginning the seminar, it is essential that students have time to prepare ideas. The students have carefully annotated the text, but I also needed to make sure they were prepared for the actual structure of a Socratic seminar. So I showed this short five minute video showcasing a middle school class conducting Socratic Seminar. While they were watching they had to “code” the video with what they Notice, Wonder, and make a T chart with Teacher Responsibilities and Student Responsibilities. After the video they shared what they noticed with their shoulder partner, and wow did I love these discussions. To hear a student who struggles with being engaged say, “ I noticed the students took ownership of the conversation and the teacher was just listening.”  Moments like that is why I love teaching. I of course told him to kiss his brain.

Step Three: Contracting

Socratic seminars have rules that may not apply to other forms of discussion, so before beginning the seminar, it was important to talk not only share the Ground Rules, but also to have the students notice how they are different than our normal classroom norms. They were pretty stoked about Rule # 3 , No raising of hands. I also made sure to emphasize the last rule. That it wasn't the teachers’ Socratic Seminar, this is YOUR discussion with your peers; the success relies on you as a engaged, participating student.

After norms were established we handed out their “guide”. The students responded to the guiding question, then wrote their own follow up question to pose to their classmates during the seminar. The next step was reviewing observing their peers, then choosing three stems they are going to use during their Socratic seminar. Finally, they shared their hopeful stems to their partner before the Socratic Seminar began. This allowed the students to hold each other accountable and give their partner a heads up on what they were listening for.

Step Four: The Socratic Seminar

A Socratic seminar often begins with the discussion leader, a student or the teacher, asking an open-ended question. So I have chosen to pose the question myself being that this is their first seminar. I know that silence is ok and expected it. I am quite comfortable with uncomfortable silence due to wait time, however this put a whole new definition to wait time. I really wanted to jump in, but I restrained myself knowing that eventually they will get uncomfortable and talk. Finally after approximately 2 minutes the conversation was happening, however it wasn't until probably 7 minutes in was it really flowing. The students were responding to one another and referring back to their text heavily. About ¾ of the way through it seemed to be turning more towards a debate which I wanted to guide more towards a conversation, so I asked a question to switch gears. By the end of the inner circle Socratic seminar, our discussion had turned into a conversation about men and women stereotypes, yet, somehow the students kept referring back to the text and Amelia Earhart. WOW. This was powerful. After the inner circle discussion was over we had the students commend each other for their stems and input in the discussion.

After the partners shared, our next step was to reflect on what all students noticed about the inner circle. I was pleasantly surprised at their responses, knowing that this reflection would set up by outer circle for even further success. The outer circle’s discussion was even better, I am sure due to the fact that they got to see their peers participate first. We actually had two students so into from the outer circle that they scooted their chairs up into the inner circle to wait for their turn to add a viewpoint. Is it wrong that I didn't stop them?  I wanted to cry happy tears of the ownership of the conversation that was taking place, so I chose not to interject. If you would like to see a sneak peek of our Socratic Seminar click here!

Step 5- Reflection and Evaluation

After the Socratic Seminar, students should be given the opportunity to evaluate the seminar as well as their own participation in the seminar. We first had the students reflect on their thinking and if it had changed after the socratic seminar.  The students wrote their responses reflectively in their guides first, then reflected with their partners. Again, I was pleasantly surprised with the rigor of the content within their discussion. Our next step in the reflection process was to discuss as a team what went well and what we can next time to grow and make our socratic seminar better. The students had time to think about it, write about it, talk about it with a partner, then we made an anchor chart.  We will revisit this anchor chart prior to our next socratic seminar. The words “ you told me _____” can be quite the powerful tool! Lastly, the students compiled a list of items that interest them, that they would like to speak about. What a better way to get students to take ownership than allowing them to choose the topic of the text and conversation!

Step 6- My Reflection

After any new teaching strategy it is crucial to reflect on the strategy and how the implementation supported or did not support the students success. I felt it went really well for my first Socratic Seminar! The students were engaged, referring back to the text, speaking respectfully to their peers, as well as stayed on topic the entire time. Next time, I will set up the speaking stems a little bit better, I want to make sure they understand this is a conversation and not a debate. Overall, the strategy aligned with speaking, listening, writing, and reading standards that the students excelled at. I look forward to our next Socratic Seminar!
For more information on Socratic Seminars check out this helpful educator site!

How can you use Socratic Seminars in your classroom to drive discussions, improve discourse and collaboration and deepen understanding through critical thinking?

Collaborative Structures

February Focus: Collaborative Structures

On our last post we began diving into Collaborative Structures and the purpose they serve in the engaged classroom.  We primarily focused on Round Robin and Rally Robin. Many of you posted stating how you were going to use Rally Robin and Round Robin. There were many ideas for Round Robin including discussions surrounding: Morning Meeting, picture prompts, accessing prior knowledge, close reading a video, math and vocabulary fluency. Your responses for Round Robin included discussion surrounding Higher Order Questions aligning to standards and introductory hooks to a lesson. I look forward to seeing these two strategies used throughout your lessons.

This week we will focus on Kagan’s Rally Coach, Timed Pair Share, and Stand Up, Hand Up, Pair Up. Please remember that the procedures below are how I have implemented and witnessed the techniques in a classroom, but as always if you would like more information on Kagan click here!

Rally Coach

Is a fun strategy where two students take turns coaching each other to solve a problem. This is one of the most frequently modeled strategies; however, I also believe it is one of the most rewarding.

Procedures:

1. Pose a question. I chose to do this on a piece of paper folded in half lengthwise, with a question on each side.
2. One student answers a question while the other student coaches the students.
3. They flip the paper and the roles change.
4. Check out  this video where Molly and I modeled it! If you would like to see this in action with students, come see me!

Timed Pair Share

Students share either with one partner or a group of partners to share a topic.

Procedures:

1. Teacher sets topic.
2. Set a predetermined time.
3. Students share while the other partner listens.
4. Partners switch roles.

Stand up, Hand up, Pair Up

Stand up, Hand up, Pair Up is a collaborative strategy I have often called a “Mingle” during my morning meeting interactive modeling.  It is a phenomenal strategy to get your students moving, while they share with a partner.

Procedures:

1. Teacher poses question.
2. Students stand up and “mingle” throughout classroom.
3. When signal is given (either chime or music stops playing), students put their hands up and find the nearest person to share with. 
4. Any student who does not have  a partner goes to the middle of the classroom to find a partner.
5. Check out this fun three minute video modeling Stand Up, Hand up, Pair up.

What new strategy will you try this month? How will you use it?

Collaborative Structures

February Focus: Collaborative Structures

As an instructional coach I am blessed with the opportunity to see so many wonderful things occurring in classrooms. Students being challenged, being required to justify answers, and becoming the stakeholder in their own educational success. As I prepare for a Socratic Seminar in fifth and sixth grade, I must reflect about what ables students to speak appropriately to one another while staying on topic and really taking ownership in their discussion. NOT my discussion, their discussion. That last statement alone challenges me as an educator, so many times I want to control the discussion to make sure certain observations are made and topics discussed. HOWEVER,  as we prepare our students to become college and career ready, I have to remember that it is not about me. It is about the students taking the ownership in their own learning, while I guide the students and create the environment for these “ah-has” to take place. That is our challenge as an educator, to set the stage for great learning to occur.

Collaborative structures are one great tool to support you as you build the stage for learning.“Engagement goes up, as does joy in learning and achievement scores.” Dr. Spencer Kagan (Kagan Online Magazine, Summer 2008) Interested in learning more about Kagan, check out This article from Dr. Spencer Kagan.

If you haven't tried Kagan before, you may be asking where to start, so we will start with two of the essential five, Rally Robin and Round Robin! Both of these structures allow for communication and social skills, knowledge building of the required content, as well as processing and thinking skills.

Rally Robin is a quick easy structure that allows students to share thoughts and knowledge back and forth.  If you would like to see an example click the link to access a short two minute video of me modeling it! (In reflection, I would have had the students make a bulleted list of their facts before they began sharing.) Rally Robin Link

Rally Robin Procedures:

1. Teacher poses question to class.
2. Students compile a bulleted list.
3. Teacher sets a specific amount of time on timer.
4. Two students share their list “rallying” back and forth.
1. I have always made a rule that if you run out of things to talk about before time is called, you must either repeat something you said or your partner said.  This puts the accountability back on the students to make sure they are listening to one another.
2. At the end a great way to make sure students students are actively listening to each other is ask for a share out of what their partner said. (Though tell them you expect this before the Rally Robin begins so they are set up for success.)

Round Robin is very similar to Rally Robin, except it involves a small group as opposed to just two people.

Round Robin Procedures:

1. Teacher poses question to class.
2. Allow for think time.
3. Teacher sets a specific amount of time on the timer.
4. Students go around the table sharing their responses orally.

These two strategies are an easy and quick way to begin incorporating collaborative structures into your lesson. For full engagement where students take ownership of their learning, every single lesson should include a collaborative strategy. If you are still uncomfortable with these strategies please contact me and we will set up a model lesson or a peer observation.

How will you use Rally Robin and Round Robin this week? Reply to our blog with a few ways you will use EACH structure this week.

Creating a Safe Learning Environment

As I prepare for fourth grade, in front of me I have my standards, my test specs, my DOQ wheel, my supplemental resources, the text book, my laptop open, and of course a notebook of paper on top of my calendar, "Brain."  Whew, I swear under this mess somewhere  I have a recently vacuumed  floor. (It's hiding at this point.)

Through all this necessary mess I know tomorrow all this comes second, I must first set the tone for a calming, welcoming environment. 
I recently read an article about a teacher who starts his day by complementing every student when they walk in the room. (Click this link if your curious!) 

I realize they may not have a huge thanksgiving feast this week with their families. I realize that our school may be the safe place for some of our students, I realize these couple of hours with us may be the brightest part of their day. I realize that our students may not have any control and consistency in their life. Can we offer that consistency for a portion of their day? Can we create an environment clear of what is going to happen next, through this comes a feeling of control, behavior management and greater learning. 

So it got me thinking...how will I welcome the students into a safe inviting environment while setting the tone for a learning day?
These are my plans:

• I will clean and organize the room, and free it of clutter. 
• I will greet the students by name and with a smile when they enter the room. 
• I will give  a personal and specific compliment to every student no later than 11 am. 
• I will play calming music upon entering the room and when the students are working independently.
• I will have "steps to success" or procedures on the board when they come in. These procedures will include where to put their items, what morning work to do, and to read and respond to morning message. 
• I will celebrate the season of giving through rigorous instruction. 
• I will celebrate with the students over a lunch in the classroom before the long break. 
• I will remember that kids need structure, and remember a quote from the wise Rita Pierson, "Kids don't learn from people they don't like."  (What's that you say, you haven't watched "Every child needs a champion"?!? Click here! UHHMazing!)
• I will always put the students first. Always. 

I look forward to providing a welcoming and calm classroom environment for our students. 

Let's share ideas and comment below; how do you set the tone for a safe welcoming learning environment?

November Committees

Committees are a large piece of what makes Imagine special. Committees allow us to monitor our school's growth based off of the Measures of Excellence. 

Reviewing the Measures of Excellence and Roles:
(Roles as determined from Inside Imagine)

Super Committees:

• Academic Growth

Role: Promote data driven decision based on our learning gains data, monitor curriculum and instruction action plans.

• Character and Shared Values

Role: Cultivate a culture of character at your school, promote teaching right from wrong, justice, and the importance of serving others and integrate positive character into student leadership and sports while emphasizing citizenship, service and correlating positive character to success in school and in life.
Role: Teaching our teachers, leaders and other staff members what our shared values are (Justice, Integrity and Fun = JIF), what they mean and how we can embrace them in our workplace.

• Parent Choice, School Development, and Economic Sustainability 

Role: Promote your school as the community’s first choice for education. Develop marketing plans, parent involvement plans and monitor parent satisfaction.

 Role: Promote the school’s development (programs, facilities, services, technology)  Promote the school to the community (marketing, media relations)

Promote the school’s growth or expansion (new building, new rooms, into a middle school or high school feeder pattern)

Role:Find ways for your school to live within your means. Prioritize needs, find ways to cut costs, generate more revenue and educate staff and students in financial literacy.

After the reiwing committee meeting comment on the following:

State your Super Committee:

When reviewing your committee goals what action steps have you accomplished thus far? When did you accomplish them?

What action steps are still left to take? What is your roll out date for these action steps?

Classroom Environment

Classroom Environment is crucial for student success. Without the physical environment, we cannot achieve the higher lever of engagement, differentiation, quick and safe transitions, nor the cooperative learning that we know is imperative to student growth. 

Using the picture below (document was also placed in your box) post a  comment, reply with:

I am rocking_________ in my physical environment.

I can grow with _________in my physical environment.