Socratic seminars are structured discussions that emphasize core skills like communication, evidence, reasoning, and critical thinking. They involve students sitting in a circle to discuss open-ended questions about a text without raising hands. The teacher facilitates the discussion by paraphrasing, following up, and encouraging participation from all students. Students reflect individually and as a group on their discussion and set goals for improvement. Socratic seminars take practice but can promote significant growth in students' analytical and discussion skills.
Building Better Discussions by Design for #NCCE2015Jason Neiffer
These are slides to support Mike Agostinelli and Jason Neiffer's presentation, "Building Better Discussions by Design" for NCCE in Portland, Oregon, March 2015!
Building Better Discussions by Design for #NCCE2015Jason Neiffer
These are slides to support Mike Agostinelli and Jason Neiffer's presentation, "Building Better Discussions by Design" for NCCE in Portland, Oregon, March 2015!
Teaching students how to engage in thoughtful class discussions, on topics ranging from politics to literature. Includes essential elements, not debating, having a leader, reflecting afterwards.
This is a presentation created to help facilitate a Question Formulation Technique (QFT) activity with students about a new unit on ancient Egypt. The objective was for students to create questions related to each content standard that could then be transformed into learning objectives.
Outline – Session 7
Identification
Ego
Fear
Other Characteristics of the Ego
Beyond the Ego
Mindfulness and the Ego
Practice: Observing the Ego
Seated Meditation
Three minute breathing space
Homework
An effort to groom the youth fro the vulnerable challenges of the corporate world and to make them understand, How important it is to speak up and utter in a charismatic manner that everybody in the audience intentionally listen to you.
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
Teaching students how to engage in thoughtful class discussions, on topics ranging from politics to literature. Includes essential elements, not debating, having a leader, reflecting afterwards.
This is a presentation created to help facilitate a Question Formulation Technique (QFT) activity with students about a new unit on ancient Egypt. The objective was for students to create questions related to each content standard that could then be transformed into learning objectives.
Outline – Session 7
Identification
Ego
Fear
Other Characteristics of the Ego
Beyond the Ego
Mindfulness and the Ego
Practice: Observing the Ego
Seated Meditation
Three minute breathing space
Homework
An effort to groom the youth fro the vulnerable challenges of the corporate world and to make them understand, How important it is to speak up and utter in a charismatic manner that everybody in the audience intentionally listen to you.
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
HOW A TRAINER MAKES MEMORABLE PRESENTATIONS AT THE WORKPLACE..pptAbraham Ncunge
What is wrong with boring presentations,. Ideal presenter -utilize eye contact and body language and voice to their advantage.
Apply 3As and develops visual Aids and responds to questions .Deals with podium panic
Public Speaking Presentation
A Presentation that helps you know the Skill and Concept in a better way.
The Presentations was submitted by my students at Amity University as an initiative to curate the learning resources.
Source: Anonymous
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
A study of sixth graders’ critical evaluation of Internet sourcesaj6785
This study was a descriptive, task-based analysis to determine how sixth-grade students approach the cognitive task of critically evaluating Internet sources. Pairs of sixth grade students in an Information Literacy course evaluated four preselected Internet sites to determine their credibility and appropriateness for two specific research scenarios. Data for analysis included written responses, screencasts, and video of students while completing the task. Results suggest that these students tended toward simplistic modes of evaluation in the face of increased cognitive load, though some moved toward a more critical stance and many applied basic metacognitive strategies. The study points to the importance of instructional approaches that teach students to flexibly apply evaluation criteria in ill-structured environments, that teach advanced metacognitive strategies, and that instill habits of mind for critical inquiry. Instruction that empowers students to practice healthy skepticism even in the face of authority is also essential.
3. WHAT MAKES A SOCRATIC
SEMINAR DIFFERENT?
• Freedom within structure!
• Transparent and intentional
emphasis on CORE SKILLS:
• COMMUNICATION
• EVIDENCE
• REASONING
• ACADEMIC VOCABULARY
• SOCIAL MEANING-making
• METACOGNITION
• CRITICAL THINKING through
COLLECTIVE INQUIRY
• INDIVIDUAL and COLLECTIVE
RESPONSIBILITY for above.
7. PHYSICAL SPACE MATTERS!
• MUST sit in circle (can be inner/outer).
• Teacher in circle, w/o back to anyone.
• Boy-girl-boy-girl in early sessions (in
MS).
• Spread out talkers/non-talkers.
• Desks clear except for text.
• Pencil for marking text, evaluation
sheets.
13. GROUND RULES
1. No raising hands! Take turns.
2. Everyone’s participation is
everyone’s responsibility.
3. Look at your classmates; not at
the teacher.
4. Refer to the text for evidence.
5. Stay on topic.
14. GOAL SETTING
• After 1-2 seminars
• Based on previous
performance
• Students set
individual goals.
• Set group through
discussion.
16. SEMINAR PARTS: 1 CLASS PERIOD
Ground rules, Goal-setting
Essential question
Discuss the question,
letting students take as
much control as possible
Reflect and self-evaluate
17. NITTY GRITTY PART 1:
PRESENT THE TEXT
1. Show or read text aloud.
2. Early sems = use short video.
3. MOVE TO poem, short story, or
short news/internet articles.
4. LATER move to longer texts read
ahead, curriculum texts.
5. Students underline vocab they don’t
know; clarify before discussion.
18. NITTY GRITTY PART 2:
ASK THE QUESTION
• MUST be open-ended.
• NO right/wrong answer.
• Better if it’s a question you authentically have.
• Think of where question is likely to take the
group.
• Think broadly, think of “big ideas.”
• Have fall-back questions!
• Allow authentic questions to emerge.
• Don’t be afraid to change directions—especially
with a new text.
• Use suggestion lists to help (see web site).
19. NITTY GRITTY PART 3:
DISCUSS!
• Wait time is essential! DO NOT BE AFRAID TO WAIT. YOUR
NON-TALKERS NEED TIME!
• Rephrase question, then get out of the way! Remain calm!
• Paraphrase: So I’m hearing you say that…
• Follow up: What do the rest of you think? Does anyone agree
with that? Does anyone disagree?
• Encourage participation: I’d like to hear from those who haven’t
spoken yet. If you’ve talked, please remain quiet for the next 5
minutes. Is there anyone new who’d like to contribute?
• Encourage evidence: Where in the text do you see that? What
makes you think that? Can you show us where that is?
• Ask for clarification: What did you mean when you said… Can
you explain that in different words? Why do you say that…
20. NITTY GRITTY PART 4:
REFLECT AND SELF-EVALUATE
• ALWAYS STOP DISCUSSION WITH TIME TO REFLECT!
• AT 1st, VERBAL ONLY, ROUND ROBIN: Everyone share
one word they’d use to describe this experience. Say
one word to describe our performance today. On a
scale of 1-5 what rating would you give us and why?
What one thing did we do the best today? What one
thing do we most need to improve on?
• Later individual & group goal-setting: At start of sem,
choose an individual goal and write it down. To what
extent did we meet our individual and group goals?
• You will be impressed by your students’ honesty!
21. BEYOND THE BASICS
Integrate Technology
Center circle talks, outer circle back-channels based on a specific
question (We use Edmodo.com):
• Post your thoughts as you listen.
• Post every time you agree or disagree with something.
• Post every time you hear someone say something that moves
the conversation forward.
• Post the most interesting thoughts you hear.
Continue the conversation on a blog:
• Our discussion has led us to another interesting question.
Everyone is responsible for posting twice tonight: either your
own thoughts or responses to others’ thoughts.
• Summarize what you learned in seminar today.
22. WARNING(S)!
• This WILL feel scary!
• You WILL be uncomfortable!
• Your students WILL be confused!
• You WILL be discouraged at times!
• You WILL have seminar flops!
• You WILL need patience.
• You WILL need persistence & confidence in your
students.
• You WILL see growth IF you persist.
• You WILL meet your students where they are and
move them forward from there.
• You WILL see INCREDIBLE GROWTH!
24. THERE’S SO MUCH MORE!
Go to
http://akwasnikjohnson.wordpress.com/socratic-
seminars/
For…
• Beginning text selections
• Self evaluation forms
• Handouts
• Essential question suggestions
• This presentation
• MORE TO COME