This teaching method is modeled after the one proposed and utilized by Socrates himself. The methodology in practice involves questioning with depth and purpose, but not necessarily debate, concepts and logic or philosophical perspectives in subject study. This is a methodology that thrives in many classrooms and invokes interest in learning because it is largely student-driven and student-centered. This methodology is all inclusive in that it brings into action students' problem-solving skills and inquiry-based learning repertoire developed in their math and science learning, and the use of rhetoric and support for ideas, as well as knowledge of historical and social relevance, areas developed in their humanities learning experiences. Of course, their participation and creative development of ideas as well as ability to interact and appreciate alternate viewpoints to their own are developed in all areas, including their fine arts and physical education courses.
Socratic seminars require some front loading on the part of the teacher. Students should be given a text to read (article, poem, book, textbook selection) or view (film, short video clip, picture, painting, speech, etc.) It is important that all students have been given the same text, for discussion purposes. In the case of a reading text, it is helpful to number the paragraphs so students can easily refer to specific quotes or examples to support their ideas. Also, consider the reading level of all students and choose one of a middle level text complexity to ensure that all students will be able to participate
Teachers should explain this method briefly, that is will require students to answer and pose questions to the class, that participation is vital to get the most from the learning experience, and that they should arrive with prepared ideas or notes for recollection purposes during the discussion.
As you prepare the classroom environment for discussion, remember that this is intended to be student-led; arrange the desk accordingly so that the teacher is not at the center of the discussion. A circle works well for this type of discussion, with all students facing one another. A square could
also work. It is necessary to establish with students that they should be as natural as possible in the discussion, with no hand-raising or "talking to the teacher". This is difficult for students at first, so, if possible, avert your gaze from the talker without completely appearing disinterested. Warning the students that you will be taking lots of notes may ease their minds on this expectation. While you would like the conversation to be natural, students should still bear in mind that they need to be respectful of one another's opinions and use proper conversational etiquette. Yes, you will need to remind them that this means no inappropriate language, no derogatory comments to or about anyone else (even if they are not in the room), no raising one's voice, and no interrupting others. Establish that this is intended to be a discussion only, not a debate. The point is to question and learn in a more in depth manner through exploration of ideas, not just to be right or convince others of a strongly held opinion or viewpoint.
While the teacher is not the center of the discussion, you do play an important role as facilitator. The link at the right includes some great sample questions for initiating the discussion, encouraging insightful interpretation of the text, acknowledging and validating the views of all students, expediting the conversation, closing the discussion, and debriefing about the Socratic process.
Evaluating the Socratic seminar can be as complex as you desire. Evaluating the student based on his or her participation within the discussion is a good way to do this; be sure to have a roster ready to jot down notes about participants during the discussion, if this is your intended route. Participation
should not be evaluated by frequency of responses as much as quality and ingenuity of responses. A combination of participation points and a self-reflection piece is best.
Please reference the links as they are both very helpful in guiding you thoroughly through the process of using this discussion method in your classroom. Enjoy!
Sunday, December 30, 2012
Friday, December 14, 2012
Service Learning
What is service learning?
Service learning is an experiental form of learning, much as occurs on a daily basis in our science courses. From a teacher's perspective, it is creating the groundwork for an experience that will be intended to further the concepts emphasized in class and putting these concepts into practice to benefit one's community, whether that be school, student body, town, or nation.
Why is service learning good to use?
This teaching pedagogy shows students the relevance of their learning. Service helps imprint upon one's mind and heart why the education that one is receiving is a gift, and one to be shared.
Through projects that involve the application of classroom knowledge to practical situations, the relevance to what is being learned in the classroom becomes clear.
Cooperation with one another, interaction with others outside of their age groups and social circles, and gaining a worldly perspective on social issues are all reasons that service learning is beneficial.
Finally, the extension and linking of knowledge from course content to experience to reflection, provides an avenue for more comprehensive learning and overall retention of the material.
Blueprint for service learning
1. COURSE CONTENT LINK-- Consider, with colleagues, what the end goals are for various units, etc., and how service learning could be used to meet or assess some of these end objectives. This could be a place where common core or state benchmarks play a role. Come up with a list of plausible service learning experiences based on these outcomes and genuine community needs. Finally, develop formative assessment pieces (likely reflective essays, journals, and research papers) that will tie in nicely with the service learning project and curricular goals.
2. MAP IT OUT-- Begin mapping out the service learning as you would any other unit project. You have already considered the learning objectives, now it is time to determine more concrete portions to the service learning project. Consider the following:
Who will be your community partners in this project?
-->What community organizations could benefit from your service learning project?
-->Should someone from this organization come speak and prepare your students for the experience?
What are the logistics of the service learning project?
-->travel expense and arrangements
-->time scheduling
-->safety considerations
-->weather considerations
-->school district protocol for projects, trips, etc.
-->funding considerations
How will you explain this learning opportunity to your students and lay the groundwork for their investment?
-->plan a lesson to educate them about your learning intentions from them
-->allow student input and questions to give them ownership in the project
How will you involve parents, colleagues, and administrators in the process?
-->administrative support will help the project run smoothly
-->parental support could open avenues for community involvement
-->colleagues may have ideas for how they can connect the learning to their content as well
What resources will you need to make the plan a reality?
-->materials for projects (area businesses may be willing to donate, etc.)
-->fundraising that students organize and you oversee
3. IMPLEMENTING THE SERVICE LEARNING PROJECT-- Implement the project and remember to be flexible, as the plan will need continual adjusting.
Service learning is an experiental form of learning, much as occurs on a daily basis in our science courses. From a teacher's perspective, it is creating the groundwork for an experience that will be intended to further the concepts emphasized in class and putting these concepts into practice to benefit one's community, whether that be school, student body, town, or nation.
Why is service learning good to use?
This teaching pedagogy shows students the relevance of their learning. Service helps imprint upon one's mind and heart why the education that one is receiving is a gift, and one to be shared.
Through projects that involve the application of classroom knowledge to practical situations, the relevance to what is being learned in the classroom becomes clear.
Cooperation with one another, interaction with others outside of their age groups and social circles, and gaining a worldly perspective on social issues are all reasons that service learning is beneficial.
Finally, the extension and linking of knowledge from course content to experience to reflection, provides an avenue for more comprehensive learning and overall retention of the material.
Blueprint for service learning
1. COURSE CONTENT LINK-- Consider, with colleagues, what the end goals are for various units, etc., and how service learning could be used to meet or assess some of these end objectives. This could be a place where common core or state benchmarks play a role. Come up with a list of plausible service learning experiences based on these outcomes and genuine community needs. Finally, develop formative assessment pieces (likely reflective essays, journals, and research papers) that will tie in nicely with the service learning project and curricular goals.
2. MAP IT OUT-- Begin mapping out the service learning as you would any other unit project. You have already considered the learning objectives, now it is time to determine more concrete portions to the service learning project. Consider the following:
Who will be your community partners in this project?
-->What community organizations could benefit from your service learning project?
-->Should someone from this organization come speak and prepare your students for the experience?
What are the logistics of the service learning project?
-->travel expense and arrangements
-->time scheduling
-->safety considerations
-->weather considerations
-->school district protocol for projects, trips, etc.
-->funding considerations
How will you explain this learning opportunity to your students and lay the groundwork for their investment?
-->plan a lesson to educate them about your learning intentions from them
-->allow student input and questions to give them ownership in the project
How will you involve parents, colleagues, and administrators in the process?
-->administrative support will help the project run smoothly
-->parental support could open avenues for community involvement
-->colleagues may have ideas for how they can connect the learning to their content as well
What resources will you need to make the plan a reality?
-->materials for projects (area businesses may be willing to donate, etc.)
-->fundraising that students organize and you oversee
3. IMPLEMENTING THE SERVICE LEARNING PROJECT-- Implement the project and remember to be flexible, as the plan will need continual adjusting.
Tuesday, November 20, 2012
Project Based Learning
What is project-based learning?
A process of inquiry in response to a complex problem, question or challenge.
Promotes and develops 21st century skills: critical thinking, collaboration, communication, and creativity
Putting the "dessert" first, taking the end project and making it a focused aspect of inquiry-based learning from the beginning
Develops skills of innovation: insight, collaboration, and synthesis
How do I learn more about PBL?
Go to this site for helpful info. and all you need to know to use project-based learning in your classroom. It has many free resources (under "tools") including rubrics and project description sheets.
bie.org
(tools section has lots of free resources)
Also, two of our staff members have been thoroughly trained and use PBL in their instruction currently: Mike Fenlon and Jeff VanHuis. Both ran sessions on this at our recent professional development and would be willing to answer questions for you as you explore how this can be used to enhance your instruction and learning opportunities for your students.
I attended Mike's two-hour dual session in the morning, and these are the notes I came away with, now being passed on to you.
What about my discipline's curricular needs outside of the project?
Previous instructional methods do not cease, this is just integrated into curriculum
Less lecturing, more student interaction and student-driven learning
Instruction is based around student conferencing, individually and in groups
How do I design and integrate PBL into my curriculum?
Begin with the end project in mind, give it to the students to introduce and build the unit around, rather than as an end product to prove learning
Utilize backwards design when lesson planning
Professional goals: more collaboration amongst teachers and with area businesses and industries to prepare students for future work environments
Eight Essential Pieces:
1. Significant Content-- plan a project to focus on important knowledge, students must connect how the content is significant in terms of their own lives
2. Need to Know-- the reason for learning relevant material, have an engaging entry event to introduce the unit... projects need to involve genuine relevancy and inquiry that engages students' minds.
3. In-Depth Inquiry-- students need to conduct inquiry into all aspects of their learning, spawning creativity and encouraging genuine and interactive feedback for in-depth problems
4. Driving Question-- a good driving question captures the heart of the project in clear, concise language; question should be proactive, open-ended, complex and linked to the core of what you want students to learn... students need to drive the narrowing of the question (ex. Is our water safe to drink? How can we make the Haworth Center a more desirable destination?)
5. Student Voice and Choice-- students must have the right to design, create, and present their products; they need to have the freedom to use apps and presentation methods that work for them
6. Inquiry and Innovation-- students follow trail that begins with their own questions, leads to resources and the discovery of answers; these answers lead to new questions, testing ideas and new conclusions
7. Feedback and Revision-- revision during the project makes learning meaningful, because it emphasizes that creating high-quality products are important and worth the time for creation; students need to realize that people's first attempts do not result in a high quality product, arrange a way for feedback to be provided constructively (I wonder..., I like..., I wish...)
8. Public Audience-- schoolwork is more meaningful when it is done for the teacher or test; when students present their work to a "real" audience, they care more about its quality
Classroom Strategies--
Tips:
First project will most likely fail (for you), kids will enjoy it. You need to give it time.
Start small. First one can be a couple of days or a week.
Talk openly with students about the process and what or if they are learning.
Pick a really good driving question
Prepare resources ahead of time.
Front load students with what PBL is, why it is useful to them, what they can expect as they go through the process.
Students will have some trouble adjusting to not being given the answer by the teacher and having to find it on their own; let them figured this out on their own with limited guidance, and they will become more confident in their own abilities and mire independent learners.
Be sure students are clear on their roles and held accountable.
A process of inquiry in response to a complex problem, question or challenge.
Promotes and develops 21st century skills: critical thinking, collaboration, communication, and creativity
Putting the "dessert" first, taking the end project and making it a focused aspect of inquiry-based learning from the beginning
Develops skills of innovation: insight, collaboration, and synthesis
How do I learn more about PBL?
Go to this site for helpful info. and all you need to know to use project-based learning in your classroom. It has many free resources (under "tools") including rubrics and project description sheets.
bie.org
(tools section has lots of free resources)
Also, two of our staff members have been thoroughly trained and use PBL in their instruction currently: Mike Fenlon and Jeff VanHuis. Both ran sessions on this at our recent professional development and would be willing to answer questions for you as you explore how this can be used to enhance your instruction and learning opportunities for your students.
I attended Mike's two-hour dual session in the morning, and these are the notes I came away with, now being passed on to you.
What about my discipline's curricular needs outside of the project?
Previous instructional methods do not cease, this is just integrated into curriculum
Less lecturing, more student interaction and student-driven learning
Instruction is based around student conferencing, individually and in groups
How do I design and integrate PBL into my curriculum?
Begin with the end project in mind, give it to the students to introduce and build the unit around, rather than as an end product to prove learning
Utilize backwards design when lesson planning
Professional goals: more collaboration amongst teachers and with area businesses and industries to prepare students for future work environments
Eight Essential Pieces:
1. Significant Content-- plan a project to focus on important knowledge, students must connect how the content is significant in terms of their own lives
2. Need to Know-- the reason for learning relevant material, have an engaging entry event to introduce the unit... projects need to involve genuine relevancy and inquiry that engages students' minds.
3. In-Depth Inquiry-- students need to conduct inquiry into all aspects of their learning, spawning creativity and encouraging genuine and interactive feedback for in-depth problems
4. Driving Question-- a good driving question captures the heart of the project in clear, concise language; question should be proactive, open-ended, complex and linked to the core of what you want students to learn... students need to drive the narrowing of the question (ex. Is our water safe to drink? How can we make the Haworth Center a more desirable destination?)
5. Student Voice and Choice-- students must have the right to design, create, and present their products; they need to have the freedom to use apps and presentation methods that work for them
6. Inquiry and Innovation-- students follow trail that begins with their own questions, leads to resources and the discovery of answers; these answers lead to new questions, testing ideas and new conclusions
7. Feedback and Revision-- revision during the project makes learning meaningful, because it emphasizes that creating high-quality products are important and worth the time for creation; students need to realize that people's first attempts do not result in a high quality product, arrange a way for feedback to be provided constructively (I wonder..., I like..., I wish...)
8. Public Audience-- schoolwork is more meaningful when it is done for the teacher or test; when students present their work to a "real" audience, they care more about its quality
Classroom Strategies--
Tips:
First project will most likely fail (for you), kids will enjoy it. You need to give it time.
Start small. First one can be a couple of days or a week.
Talk openly with students about the process and what or if they are learning.
Pick a really good driving question
Prepare resources ahead of time.
Front load students with what PBL is, why it is useful to them, what they can expect as they go through the process.
Students will have some trouble adjusting to not being given the answer by the teacher and having to find it on their own; let them figured this out on their own with limited guidance, and they will become more confident in their own abilities and mire independent learners.
Be sure students are clear on their roles and held accountable.
Tuesday, November 6, 2012
Depth of Knowledge levels
Here is a link to a helpful explanatory video about Webb's Depth of Knowledge levels and chart to use when determining the goals you hope your students will meet through various formative and summative assignments and assessments.
To use this in your classroom teaching and planning, you can apply words and ideas from this "wheel" to determine the level of difficulty and complexity of the tasks you are assigning. Students are meant to have experiences at all four levels, and all levels are of value to their learning. The difficulty of tasks begins with level 1 (least complex) and gets progressively more challenging up to level 4.
Webb's Depth of Knowledge video and charts compiled by NYC Dept. of Ed.
To use this in your classroom teaching and planning, you can apply words and ideas from this "wheel" to determine the level of difficulty and complexity of the tasks you are assigning. Students are meant to have experiences at all four levels, and all levels are of value to their learning. The difficulty of tasks begins with level 1 (least complex) and gets progressively more challenging up to level 4.
Webb's Depth of Knowledge video and charts compiled by NYC Dept. of Ed.
Wednesday, October 24, 2012
Welcome to ZHS classroom strategies blog!
Throughout the school year, I will be posting useful classroom strategies that I find that might apply to your discipline or teaching style. These will be compiled from a number of professional resources. Additionally, I will be posting links to articles of interest and/or resources. If you have a helpful resource that you feel others on staff could benefit from exposure to, please email it to me and I will post it on this blog. This could include a magazine article, book, or something you learned about in a recent grad. class or at a conference. Sharing is the main goal here; this blog is meant to be a helpful resource for teachers, not a hindrance. If you try a strategy and like it, please post a comment about your experience so others might benefit from your individual classroom success! Thanks and I hope you bookmark this site and plan to visit it often for a fresh idea or two to add to your repertoire or teacher toolbox!
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