"I cannot teach anybody anything. I can only make them think." ~Socrates
My favorite class days tend to be those during which the students engage in discussions. While I've tried a wide variety of Socratic discussions, I will focus today on how to start using them if you're trying them out for the first time or looking for new ways to approach discussion. Socratic discussions can feel terrifying for teachers because there are a wide range of uncontrollable variables. However, I would argue that end results are always worth the initial trepidation that both the teacher and the students might feel. These kinds of discussions lead to a rich form of learning as the students guide one another (and themselves) toward discovery of new ideas and beliefs. They are truly in charge of their own learning, and they often discover that they have their own thoughts and voice, and that others both respect and value their opinions.
When first beginning, it is best to give clear guidelines and structure. Students do better when they prepare for the discussion ahead of time and when the discussion is rooted in the close reading of a text that they have all read and understand.
They also need to know what is expected. I usually ask them to comment at least three times with meaningful contributions (with a cutoff on the max number of contributions as well--usually 6 times). When they are generating the questions, I require that they each ask at least two questions. I have seen teachers use different ways to help students gauge their discussion--I just have them keep a tally on their paper, but some students use beans or cards or other methods to help students count down the number of things they need to do.
We always sit in a circle for these discussions. When possible, we go to a different space (the library for example) so that it feels more formal and breaks up the routine of class. When we participate as a whole class (which seems to work best, at least until students get the hang of these kinds of discussions), I take notes on what everyone says. I let a student facilitate the discussion.
We have a Socratic discussion at least once per major work that we read. For example, for Romeo and Juliet this year, I used Dana Huff's idea of focusing the discussion around the question "Who is most responsible for the deaths of Romeo and Juliet?" When preparing for that unit, I only read through her information on teaching Romeo and Juliet, but on her site she has other great information about Socratic seminars and ways to use them in class. For other ideas on teaching Romeo and Juliet, refer to my previous post.
For Of Mice and Men, the students first participated in online discussions using schoology.com, and then we used those questions as a starting point for the verbal discussion. They moved from those questions (for which they had already prepared answers) to their own questions about the text.
In our most recent unit on Night, we actually had two Socratic discussions. The first was shortly after they watched the Class Divided documentary (see the previous post for comments on this activity). For that discussion, the students silently answered a series of questions addressing tolerance and discrimination. A few students who finished the reading for the day early wrote down the questions on big paper and we posted them around the room. Students wrote their responses and contemplated the issues before having the discussion. The second discussion focused on the memoir itself, and the students generated their own questions for that discussion. They began by discussing three questions I had asked them ahead of time, and from there they asked their own questions related to the text. For the second discussion, I broke each class into two smaller groups and had a scribe and facilitator for each group. This was remarkably successful in most classes.
If the students are going to create their own questions, they need models and guidelines. They will typically begin with plot-based questions that can be answered directly by the plot events. Once they begin to understand that the best questions will not have a single answer nor will they be something that can be right or wrong, they will start formulating questions that lead to better discussions. Through their creation of questions, they will make their own inferences about the text and will require their fellow students to make inferences as well. I always encourage them to create at least 5 questions of their own prior to the discussion since there are often duplicates, and if there is a significant lull during the conversation, I prompt them to pause and create one new question that they are willing to posit to the group.
Another vital part of these activities is self-reflection and self-evaluation. After each discussion, I ask students to thoughtfully reflect on their participation. I have them give themselves a score from 1 to 10 with a justification. (As an aside, I use self-evaluation frequently and find it to be helpful with many activities. I do guide them on how to score themselves, so in this case, I remind them that a 1 equates to a 10%, and that the only people who deserve a 1 would be those students who are passed out on their desks, drooling. One of the benefits of this kind of activity is that no one is completely disengaged--no one deserves that low of a score. I tell them that a 10 means that they were focused the entire time on what everyone said, and that they spoke neither too little nor too much. I know teachers are often reluctant to let students self-evaluate, but I find that their scores often reflect mine, and that if they are different, the students are often harsher on themselves.) In their reflection, I also ask them to comment on what they did well and what they could do to improve. I also ask them to write about what they learned from others throughout their discussion (what comments were most salient and/or impacted the way that they view the issue discussed or the world).
Students love these discussions, and they always leave them feeling energized and interested. They are a way for me to recharge as well, since students often say the exact things that we as educators long for them to think and say, and they come about those discoveries on their own. I also love the way they look out for each other and encourage each other to speak and participate (which becomes a more prominent feature of the discussions each time we have them). They are a wonderful way to have a cumulative assessment in addition to the written assessments we traditionally give, and they are a good way to let students demonstrate what they know about a text if the written assessment uses cold readings and application of skills.
What are you doing in your classrooms? Please leave comments here and share your ideas!
In this honest, uplifting novel, The Sweet Revenge of Celia Door, Karen Finneyfrock does a phenomenal job of depicting the struggles and agony that many students experience during high school. At the end of Celia's eighth grade year, her best friend's mother removes her friend from the school in favor of homeschooling. Almost immediately thereafter, her parents announce that they are separating. The situation continues to worsen as Celia deals with bullying, the separation, and the difficulty of standing up for herself. She discovers poetry and finds that writing poetry becomes her only consolation in an increasingly lonely life.
Then she meets Drake, another freshman who just moved from NYC to live with his grandmother in Hershey, PA. They become friends and Drake reveals his own secret, one he had been too terrified to tell anyone before. But even their friendship cannot protect them from the cruelty of others and Celia and Drake both become targets for bullying as their world spirals out of control. They must take drastic measures to try to regain control in their fragile lives.
This novel illuminates the way that feelings of alienation and estrangement can consume you during those early teen years. With poignancy, humor, and compassion, Karen Finneyfrock forces readers to consider the role that we (teachers, parents, mentors, other teens) all play in helping teens become who they are and helping them find their way in the world.
Translation for Teen Readers and the Classroom: This book is excellent for students who are struggling to find friends and who feel alone. It's also good for students who are experiencing the separation of their parents. Additionally, students struggling with their sexuality and with the prospect of "coming out" to their friends and family will benefit from the honesty in this novel. While some districts may disapprove of classroom teaching of this novel because of the controversial issues such as homosexuality and suicide, the novel enables students to take a hard look at the impact of bullying. Finneyfrock reveals the power that words have to harm and to heal, and she shines a light on the reasons behind some of the seemingly irrational behaviors of teenagers. She unveils her characters' deepest secrets with compassion and tenderness while simultaneously showing how frightening it can be to admit vulnerability.
Classroom Project Idea: Celia learns much about herself, the world, and her future during her ninth grade year. Drawing on this narrative focus, I am having my freshmen students write a final project that will be advice to the incoming ninth graders. In addition to the writing piece, I will let them make signs and posters. We'll post their tips and ideas around the room so that it's the first thing that the incoming freshmen will see. Perhaps the words of their more experienced classmates will help ease them into the realm of high school, making them feel a little more comfortable and a little less afraid.
K. Ashley Dickson-Ellison is a former high school English teacher (who is now an instructional technology teacher) interested in exploring the integration of trending young adult literature into the English classroom experience. Ashley is also a member of the podcast Unabridged; check out the podcast site below.
Please note: All ideas and opinions are my own and do not represent my current or past employers.
© K. Ashley Dickson and Teaching the Apocalypse 2019. Unauthorized use and/or duplication of this material without written permission from this blog’s author is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to K. Ashley Dickson and Teaching the Apocalypse with appropriate and specific direction to the original content. All thoughts and ideas are the author's and do not represent any employer.