One strategy that students will be using throughout the entire year is something called a Socratic Seminar. This combines reading a text; marking it up with questions and comments; and then discussing the text with classmates. This past week, we held our first seminar over a poem by Nebraska poet Ted Kooser. The poem is not only descriptive but open-ended; by the time the students got to the end of the poem, they realized they were reading a mystery but one that they got to determine the outcome for. Check out "Abandoned Farmhouse" for yourselves; how would explain the "Something happened?"
Students' theories were interesting: some thought there had been some type of natural disaster, such as a tornado, which caused the woman to leave quickly and the child's toys to be scattered across the lawn. Others thought something more sinister had occurred, such as a kidnapping, murder, or an escape from "bad guys" of some sort. Students also suggested that an issue that might strain a family could have led to the abandonment of the farmhouse; for example, depression, divorce, an illness. These theories developed throughout the course of the Socratic Seminar discussion (which included a partner share, a discussion by a small group of students arranged in a circle (known as the inner circle), a second pair share, and then a second discussion by an inner circle, this time composed of the students who were listeners to the first inner circle discussion. One of the skills students worked on was supporting their views with evidence from the text. We'll be taking our ideas one step further this week as we write fictional narratives about what we think happened, going back to the poem for details to support our ideas.
When the seminar concluded, I asked students to write reflections: What was one thing you noticed, heard, or saw about the participants, themselves, the leader (me), and the process? Here a few of their observations:
1) Participants - I noticed that everyone had a chance to talk and share ideas. Myself - I noticed that I could have talked more. Leader - I noticed the leader wanted to include everyone. Process - This was fun.
2) Participants - I noticed that most people based their ideas off of others. Myself - I noticed that a lot of my theories were different from others'. Leader - I noticed that you paid attention very well and participated a lot. Process - I noticed that the first inner circle talked more about storms and the second inner group had several theories, such as the man having brain damage or having a quick temper.
3) Participants - I noticed that a lot of the other participants backed up other people's theories. Myself - I noticed that my mind was changing a lot about what theory I thought was correct. Leader - I noticed the leader made us think more about the theories. Process - I noticed that it was helpful for me about the poem. I learned more.
I look forward to continuing to implement Socratic Seminars into our curriculum. Last year my students completed 17 seminars. This year, our goal will be 20. One down, nineteen to go! : )
Students' theories were interesting: some thought there had been some type of natural disaster, such as a tornado, which caused the woman to leave quickly and the child's toys to be scattered across the lawn. Others thought something more sinister had occurred, such as a kidnapping, murder, or an escape from "bad guys" of some sort. Students also suggested that an issue that might strain a family could have led to the abandonment of the farmhouse; for example, depression, divorce, an illness. These theories developed throughout the course of the Socratic Seminar discussion (which included a partner share, a discussion by a small group of students arranged in a circle (known as the inner circle), a second pair share, and then a second discussion by an inner circle, this time composed of the students who were listeners to the first inner circle discussion. One of the skills students worked on was supporting their views with evidence from the text. We'll be taking our ideas one step further this week as we write fictional narratives about what we think happened, going back to the poem for details to support our ideas.
When the seminar concluded, I asked students to write reflections: What was one thing you noticed, heard, or saw about the participants, themselves, the leader (me), and the process? Here a few of their observations:
1) Participants - I noticed that everyone had a chance to talk and share ideas. Myself - I noticed that I could have talked more. Leader - I noticed the leader wanted to include everyone. Process - This was fun.
2) Participants - I noticed that most people based their ideas off of others. Myself - I noticed that a lot of my theories were different from others'. Leader - I noticed that you paid attention very well and participated a lot. Process - I noticed that the first inner circle talked more about storms and the second inner group had several theories, such as the man having brain damage or having a quick temper.
3) Participants - I noticed that a lot of the other participants backed up other people's theories. Myself - I noticed that my mind was changing a lot about what theory I thought was correct. Leader - I noticed the leader made us think more about the theories. Process - I noticed that it was helpful for me about the poem. I learned more.
I look forward to continuing to implement Socratic Seminars into our curriculum. Last year my students completed 17 seminars. This year, our goal will be 20. One down, nineteen to go! : )