Saturday, April 22, 2017

Socratic Seminars in Science

[This post was originally featured on Kids Discover, How to Promote Critical Thinking with Socratic Seminars, on April 18, 2017.]

As teachers, we’re constantly being told to implement 21st Century Skills and the 4Cs (critical thinking, communication, collaboration, creativity). However, beyond that, we frequently aren’t sure where to begin.

To tackle each of the “Cs” in one class period, one of my favorite activities to do with my 7th grade science classes is a Socratic Seminar. Although Socratic Seminars take some preparation for both the teacher and the students, the outcome is well worth the effort! The goal is to get students to dive deep into what you’ve covered in class, and think critically about the topic at hand

A Socratic Seminar is a student-led discussion where part of the class is in an inner circle speaking, and the other part of the class is in an outer circle observing. In my classroom of 30 students, I put students in groups of 3, with one speaker and two “wing people” observing. These jobs rotate at set time during the discussion (more on this below).

My role as the facilitator is to silently watch the discussion from outside both circles. I make notes on who participates, who refers to the text and classroom activities as evidence, and I silently redirect students who get distracted. I also give instructions when we rotate jobs. During the discussions, as much as I want to, I don’t chime in!

To prepare for a Socratic Seminar, we read at least two articles in class on a topic. Our most recent Socratic Seminar was on human impact on ecosystems. Our preparation included:
  • Reading news articles about microtrash, pollution, and how human activities change ecosystems
  • Using Google Expeditions to go on a virtual field trip to Borneo to observe how humans have impacted the rainforests through deforestation, land encroachment, and agriculture
  • Watching The Lorax movie and talking about how that ecosystem was affected by the Onceler's choices
  • Studying the California Condor rescue and re-population efforts

Having a wide variety of multimedia sources is essential for a successful Socratic Seminar.

Here’s how to set up a Socratic Seminar in your class:
To set up the Socratic Seminar, I provide students with a few open-ended questions ahead of time, and have them brainstorm their responses. Additionally, I ask students to write out a few of their own questions that they can ask the class.

The day before, I volunteer a few students to set up my classroom with 10 chairs in an inner circle, and 20 chairs with desks to form an outer circle.

When students walk in, I assign them into groups of three. Sometimes these groups are randomized, other times they are intentionally grouped based on personalities and strengths.

Person A sits in the inner circle, and the other two teammates, Persons B & C, sit in the 2 chairs directly behind Person A.

Each student receives a paper copy of the “Socratic Seminar Preparation & Student Handout” (make a copy here). (You’ll notice there is a blank page in the middle. This is intentional. When printing & copying back-to-back, this ensures that the two observation sheets are single-sided.)

Socratic Seminar jobs:
  • Speaker: The speaker participates in the discussion with the rest of the speakers, taking turns to share ideas. The speakers ask their own questions, and guides the discussion.
  • Body Language Observation: This wingperson is responsible for observing the body language of their speaker. They mark off different characteristics, such as “spoke in the discussion” or “looked at the person who was speaking.” They are silent during the discussion.
  • Content Observation: This wingperson observes what is said during the discussion. They write down notes on both what their speaker said, and summarize what the rest of the speakers say. They are silent during the discussion.

The Socratic Seminar runs in three rounds, so that each person has a chance to do each role. Since I teach on a block schedule with 100 minute periods, it is easy to have students complete the whole Socratic Seminar during class. It can be spread over two days if needed.

Each round breaks down to:
  • 1.5 minutes - “Speaker, turn to your wingpeople and brainstorm questions and ideas you’d like to bring up in the conversation.”
  • 15 minutes - “Speakers, turn back to the center. You may begin.” [This is all I say--it’s ok if it takes 30+ seconds before someone talks!]
  • 2 minutes - “Speakers, stay silently facing the center. Wingpeople, you have 2 minutes to answer the ‘after discussion’ questions.”
  • 1.5 minutes - “Speakers, turn to your wingpeople. Wingpeople, each of you share 1 thing your speaker did well, and 1 thing they can work on for next time.”
  • 1 minute - “If you were speaker, move to content. If you were content, move to body language. If you were body language, move to speaker.”

Then, start back at the beginning for the next round.

Each round lasts 21 minutes, and with 10 minutes for initial instructions and set-up, and another 15 minutes for the final reflection, the whole process can be done in about 90 minutes.
At the end of the Socratic Seminar, students remove the two observation sheets from their packet and give them to the people they were observing. They receive the observations from when they were the speaker, and re-staple their packet. And finally, students complete the reflection on their participation.

My students also self-grade their participation in the Socratic Seminar based on this rubric:

Socratic Seminars are great ways to get students thinking deeply before a larger writing assignment. Many students benefit from talking through their ideas before they write. Even if you’re not doing an essay or a term paper, you can have students write a Claim-Evidence-Reasoning paragraph based on one of the questions discussed in the Socratic Seminar. Read more about how to scaffold a CER here.

Monday, April 10, 2017

Whiteboard Desks: Low tech can be really fun!

My desks before the transformation
Somehow by the luck of the draw, I ended up with the worst desks in our entire school when I joined this staff in 2013. Not only are the desk legs loose, and I’m constantly tightening them with a wrench, but also they are peeling and carved up. One even says “I hate this class” in big letters across the front. Let’s not even get into the gum artwork under the desks...


It finally came to a point where I was fed up. These desks have been through a lot, and they aren’t serving my kids’ needs. I can’t exactly go out and buy new desks. Solution: do some DIY and make whiteboard desks.
Rewind: A few years ago I went to the Home Depot down the street from my school, and really nicely asked the employees to cut up some panel board into 12” x 12” squares. Normally they charge for cuts; however, it wasn’t busy that afternoon and I made my case that I’m a local teacher, so they didn’t charge me! I had students use colored duct tape to cover the edges, and I had my own student white boards.


After the transformation. Thanks Eddie! 
Fast forward to this year, I mentioned that I wanted whiteboard desks to a math teacher at my school, and he jumped right on it! We found that for every 4’ x 8’ panel board, we could make 2 tabletops for me, and 4 tabletops for his classroom. Eddie went to home depot, bought the panel boards, cut them, and we glued them to my desks. Yes, we glued them. No, it wasn’t an issue because it is a drastic improvement in desk quality.






To do my whole classroom in whiteboard tops, it cost just under $80.


Thanks Eddie!

With my new desks, not only is writing more pleasant, but also it has brightened up my classroom.


Students rotating and giving feedback after making claims
and finding evidence from an article. 
Since we did this in January 2017, I’ve used them multiple times with students. They’ve brainstormed for projects and given peer feedback (in a different color), drawn diagrams of science concepts, and reflected on their work.

My favorite part of it is that students can quickly do a gallery walk to see their peers’ work, and add in comments and feedback in a different color marker. When they’re all done, they take a picture and we erase the desks.