By Jon Applyby, Joanne Dowd, Jan Grant, Somon Hole, Peggy Silva, Joseph W. Check, Grace Hall McEntee, Mike Rose
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Additional info for At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform)
2. Determine limits on the length of text and facilitator preparation. Remind students that preparation in all things enhances quality. 3. Debrief the dialogue afterwards. What was learned? Who made key contributions to the progress or lack of progress of the discussion? Give feedback to the facilitator on his or her leadership. Be specific by quoting ideas and naming individuals. Leadership can be learned. Individuals are visible and accountable. When Students Reflect Together: Socratic Discussions 25 whether a speaker makes a statement, asks a question, or interrupts to make a point.
Early in the year I lead five or six Socratics in order to model possible texts and topics before I put students on the spot. I ask students to generate a list of positive and negative behaviors, which I then use in my observations. After each Socratic, I write a letter to the facilitator using evidence from my notes to highlight good work and work that might be improved upon. I attach my letter to my notes and to the chart of speakers and give all the paperwork to the facilitator. ” I don’t. When I engage one student in a public dialogue, I am not necessarily engaging the other 20 to 25 students present.
We observed that the possibility of public demonstration motivated and increased the level of student work ethic, and they continued to work as a true learning community. We hoped our audience would see the importance of observing students who were at work—learning traditional content through an unconventional process. We had come to the night of the presentation in the cafeteria that had been transformed for the event. When the first chime rang, the students went to their seats in a center circle surrounded by the huge semicircle of their families, friends, and community members.
At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform) by Jon Applyby, Joanne Dowd, Jan Grant, Somon Hole, Peggy Silva, Joseph W. Check, Grace Hall McEntee, Mike Rose