Podcasts about socratic seminar

Today we're talking about a model that influenced every discussion I ran in my classroom from my first year to my last, across grade levels, years, and countries. I've run hundreds of Harkness discussions - terrible ones, experimental ones, pretty ok ones, good ones, and absolutely incredible ones. Today I want to tell you how Harkness discussion changed the way I see group dynamics and why I can't talk about class discussion without centering this model. I want you to try Harkness, or some spin off of it that fits your classroom space and size, and here's why. Maybe you've heard me talk before about the new teacher conference I attended in Northern California when I was 22. At some point during that loaded weekend, someone handed me a sheaf of papers labeled “Harkness Discussions.” Inside, I found some example discussion charts, a summary of the model, and a dream.  Harkness was originally developed at Philips Exeter Academy, where a philanthropist named Edward Harkness made a gift to the school that was channeled into creating and implementing a model of discussion centering student voices. It sounds pretty simple - students sit in a circle, ideally - but in practice rarely - around a large oval wooden table, and talk to each other in class. They face each other, look at each other, acknowledge each others' ideas, rather than all facing toward the teacher leading the way. By the time I started flipping through my packet in 2004, more than seven decades after that initial gift, teachers had been experimenting with and improving the model for a long time. I read everything I could find online, then decided to roll out a one month experiment in every class. I was waaay into experiments at that point, and my students were used to seeing my metaphorical jazz hands as I rolled out poetry slams, performance projects, transcendental showcases, and whatever else I cooked up late at night and on the weekend while I was working all. the. time.  So they were game enough when I explained what we'd be doing. I showed them a picture of a discussion chart and explained that a student observer would chart each discussion and give a compliment and a recommendation for improvement at the end of the discussion (not mentioning specific names). I explained that my role would be to help them prepare in advance for the discussion but not to moderate it during the actual conversation. I warned them about the vast potential for awkward silence, promised that they'd get through it, and also promised not to ruin everything by rescuing them. We talked about what could make a student-led discussion go well. And then we started.  During that first month of Harkness, I watched four different classes go through four very different evolutions.  F block skipped the floundering stage and went right to the “we're awesome and we can rock this” stage. They had lots of kids who did the reading and wanted to talk, so after the initial observer comments that not everyone was talking (which is pretty much always the observer comment in every class in the first few Harkness discussions), things progressed quickly. With a little bit of help from me in chatting with observers before class, observations became more nuanced, and the class moved into the common next stages of Harkness, like helping students work on not interrupting each other, finding ways to subtly invite and support comments from students who were reluctant to speak, bringing more specific textual evidence into the conversation, making better transitions, and asking good questions. B block, on the other hand, floundered with the best of them. Maybe the trickiest transition into good Harkness that I ever saw over 25 different classes. Still, not to ruin the ending, but they got there by the end of the month. In D block I learned a lot about how to work with a slow-starting class. I integrated strategies like careful warm-ups to give students plenty to talk about, staring down at my notebook and writing “this is awkward” over and over again with careful focus during awkward pauses so that kids would know I wasn't going to rescue them, and helping guide my observer in positively reinforcing the smallest improvements and giving a specific focused goal that was achievable for the next discussion.  That first month built the foundation to continue for the rest of the year, though we stopped integrating the method every single day. Harkness became our go-to discussion method, more like once or twice a week, which is how I continued into the next years. But that sense of the method as a living experiment, an evolution that never ended, stayed with me. The next year I surveyed my students about their experience with Harkness, and here are some of their comments:  “I think I've always been able to share my thoughts, but I've definitely changed as a listener. I've learned how to pay attention.” “I have changed. I seem to like to talk a lot more than I thought I would have. Harkness has allowed me to gain confidence in myself and what I believe is right.” “Harkness teaches hesitant speakers to be more confident with their ideas. Conversely, it shows talkative people the value of listening to their peers' opinions.” “I have yet to feel like sleeping during a discussion.”  “I've learned to think before I speak.” Over the years, I watched powerful transformations. Learned how to help silent students break in. Learned how to help dominators step back. Learned how to team up with my observers to chart dynamics relating to ever more complex factors in the room, like gender, friend groups, types of question, and topic transitions. I watched a brave young woman, our student body president, break down in tears after class as she realized for the first time that quieter peers she didn't think had anything to say had rich contributions to make when space was made for them. I watched emerging bilingual students realize others cared about their opinion and were willing to make space to hear it. Awkward silence became funny instead of scary. Wide-ranging student-led discussion became the norm. And that's where we're going to leave it today. Next week we're digging into specifics. Expect to see one episode in your feed Tuesday on setting up success and the role of the observer, and another on helping discussion dominators and silent students. I'll be coming at it through the perspective of Harkness, because that's the discussion country where I've got my citizenship, but you can apply similar ideas to Socratic Seminar or whatever spinoff of student-led discussion you prefer.    Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you! 

Today on the show we're hearing from Valerie Boehm, who teaches a Dramatic Writing elective in Georgia as part of the state's initiative to help more students find their way to good jobs in the film industry. So cool, right? This episode is part of our continuing series on electives, which has been SO MUCH fun to record. I hope you're as excited to be hearing from all these wonderful teachers about the creative things they're doing with their courses as I am! (Check out past elective episodes on Socratic Seminar, Genius Hour and SciFi & Fantasy). Whether you're considering a new elective proposal or a new unit in one of your current courses, I think you're going to be really intrigued by the way Valerie helps students start to understand what goes into a successful piece of dramatic writing, the ten minute play competition her students participate in, and her popular personal logo project.   Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Join our community, Creative High School English, on Facebook. Come hang out on Instagram.  Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!

I apologize for some of the sound issues on this episode. We were using our phones and my sound just didn't pick up as well as I hoped it would. But, this is a great interview that you are going to want to hear! Also, if you caught the end recording before I edited, I'm so sorry, I forgot to delete our end conversation so you got to hear our "after" conversation. Just one of my "messy" moments! LOL! On this episode, I had an amazing conversation with Julie Lee, AKA Socratic Sister. She shared her best tips and favorite outcomes of making socratic seminars a priority in the classroom. If this is something you've thought about implementing, already implemented, or have never heard of before, you have to listen to this episode. Julie shares some wonderful advice that I just know you are going to absolutely LOVE! SHOW NOTES --- Send in a voice message: https://podcasters.spotify.com/pod/show/andi-mcnair/message

What does Living Armed mean to you? Do you carry a concealed handgun? Do you have a gun for home defense? During our SOTG Homeroom from CrossBreed Holsters, we will consider information that all gun owners need to have. Do the 9mm AR or the 9mm AK have a valid purpose? For our Brownells Bullet Points we consider the state of the ammo industry and whether or not an AR or AK chambered in 9mm makes sense. What is dangerous training or what makes training dangerous? Paul and Jarrad teamed up with Joey and Louis of Tactical Response for a Socratic Seminar to discuss the idea of dangerous training and how we address that subject. Thanks for being a part of SOTG! We hope you find value in the message we share. If you've got any questions, here are some options to contact us: Send an Email Send a Text Call Us Enjoy the show! And remember… You're a Beginner Once, a Student For Life! TOPICS COVERED THIS EPISODE Book your seat for the Nevada class here: sotgu.com/p201-martial-application-pistol/ Huge thanks to our Partners: Brownells | Crossbreed Holsters | FrogLube | Hi-Point Firearms [0:05:28] Brownells Bullet Points - Brownells.com TOPIC: Is it time for the 9mm AR and the 9mm AK again? 9mm ammo price is down and 5.56 and 7.62 are up [0:23:46] Pro-Tip of the Week - FrogLube.com TOPIC: FrogLube your Pump Action Shotgun [0:30:10] SOTG Homeroom - CrossbreedHolsters.com TOPIC: Living Armed. What's it all about? SOTGU.com [0:44:00] What is Dangerous Training? Paul & Jarrad from SOTG and Joey & Louis from Tactical Response FEATURING: Tactical Response, Madison Rising, Jarrad Markel, Paul Markel, SOTG University PARTNERS: Brownells Inc, Crossbreed Holsters, FrogLube, Hi-Point Firearms FIND US ON: iTunes, Stitcher, AppleTV, Roku, Amazon, GooglePlay, YouTube, Threads, Instagram, Facebook, X

In today's episode, we'll explore ways to integrate technology into a Socratic Seminar. Visit AVID Open Access to learn more.

The Covid-19 Pandemic was an alarming time in world history. There were many interesting things that happened and there are still many unanswered questions. This episode is like a Socratic Seminar. If you can answer some of the questions, please let us know. --- Send in a voice message: https://anchor.fm/cherie-hardy/message

The Covid-19 Pandemic was an alarming time in world history. There were many interesting things that happened and there are still many unanswered questions. This episode is like a Socratic Seminar. If you can answer some of the questions, please let us know. --- Send in a voice message: https://podcasters.spotify.com/pod/show/cherie-hardy/message

Host Jeremy C. Park talks with Dr. Patrick Bentley, Headmaster and Board Member with Chesterton Academy of the Incarnation, who shares some of the background for launching the high school with a higher purpose.During the interview, Dr. Bentley highlights the Chesterton Academy Network and the founding mission of offering a classical, integrated high school education that was faithful to the Catholic Church and affordable for families of average means. He talks about their Six Hallmarks, including Incarnational environment; Joyful love of learning; Focus on Truth, Goodness, and Beauty; Rediscovering the Lost Tools of Learning; Socratic Seminar; and Wit and Wisdom of GK Chesterton. Dr. Bentley also discusses their growth plans for the future, and how parents and community can learn more via upcoming open houses and their Gala on May 20, 2023 at the Embassy Suites in Cool Springs, Tennessee.Visit www.chestertontn.com to learn more.Facebook:  https://www.facebook.com/people/Chesterton-Academy-of-the-Incarnation/100072697521600/

Subscriber-only episodeCheers! Log in to your Brave New Teaching Happy Hour account HERE:https://www.bravenewteaching.com/hhmembers (password in email)Join Happy Hour HERE!Support the show

Socratic seminars are a democratic, student-centered, approach to class discussions. They can be used at any grade level with any subject area. In a Socratic Seminar, members meet in a circle (or more likely an oval, because, let's be real, circles are really hard to... The post Designing Socratic Seminars to Ensure That All Students Can Participate appeared first on John Spencer.

Defining culture with your students results in several benefits for increased engagement and rigor. In this episode I share why it is important to define culture with your students as a resource for framing conversations, deepening content knowledge, and creating bridges of empathy. In the episode I mention definitions for: Critical thinking, Socratic Seminar, and Empathy Grade Level Book Recommendations - Click HERE to access the GOOGLE FOLDER. Lesson Plan Coaching Call - Click HERE to schedule Activities for creating a welcoming and inclusive class - Buy resources in my TEACHER SHOP Culture-Centered Teacher WORKSHOPS - Click HERE for more information Ready to take action? Grab your FREE "The Ultimate Classroom Diversity Checklist" at https://customteachingsolutions.com/thechecklist Schedule a free DISCOVERY CALL at https://calendly.com/customteachingsolutions/35min Check out The Culture-Centered Teacher Workshops HERE! CONNECT WITH ME: Email - Jocelynn@customteachingsolutions.com LinkedIN - https://www.linkedin.com/company/cts-custom-teaching-solutions/ Instagram - https://www.instagram.com/iteachcustom/ Website - https://customteachingsolutions.com **Custom Teaching Solutions is a affiliate for the Amazon Associates Program, which means we receive a commission on every sale that comes through our link.** --- Support this podcast: https://anchor.fm/jocelynn-hubbard/support

On this episode we're sitting down with our friend Andrew to discuss our favorite, evergreen topic: dating. We're throwing a bunch of questions at him and having him review a few dating app profiles while we're at it! We're covering the perfect mix of photos on your dating profile, Tinx's box theory (guys automatically put girls in one of 3 boxes), when does dating someone turn into dating them too long, why are guys buying girls so many drinks at bars, and a few conversation openers that will probably get you somewhere further than “are you from around here.” If you have any interest in dating whatsoever, this one's for you!

Mr. Meyer walks you through your Unit 7 project!

In today’s episode, we look at the life of the abolitionist leader, author, and noted orator Frederick Douglass (1818-1895). Born into slavery on a plantation in Tuckahoe, Maryland, Frederick Douglass endured great suffering and hardship during his childhood and adolescent years. Despite the often harsh treatment he endured from his masters, and the lengths they went to keep Frederick illiterate and uneducated, Douglass succeeded in teaching himself to read and later chanced upon a rhetoric textbook called "The Columbian Orator," a work that contained samples of noteworthy speeches from ancient Greece and Rome as well as contemporary speeches. "The Columbian Orators" and the speeches it contained helped, in part, to inspire Douglass to take whatever steps needed to gain his freedom. Our 8th grade students read Douglass’ autobiography, "The Narrative of the Life of Frederick Douglass," and in today’s episode, we examine the small part that texts from the Classical world, such as those included in "The Columbian Orator," had in forming the character of Frederick Douglass. For more Information, check out the following resources: Winston Brady, “The Legacy of Frederick Douglass,” available at https://blog.cltexam.com/the-legacy-of-frederick-douglass/“The Narrative of the Life of Frederick Douglass,” at Dover Thrift: https://store.doverpublications.com/0486284999.htmlFrederick Douglass, “What to the Slave is the Fourth of July?” available at the Ashbrook Center at Ashland University, available at https://teachingamericanhistory.org/library/document/what-to-the-slave-is-the-fourth-of-july/Frederick Douglass, “What to the Slave is the Fourth of July?” Socratic Seminar reading, available at https://docs.google.com/document/d/1NhxtMlf5skV1zIiJr5PDBAN3bD01_oiRUYRKEuijNZA/edit?usp=sharingDeveloping Classical Thinkers' Survey for New and Upcoming Episodes: https://forms.gle/TVQANRjbQHiymxVs7

Today we wrap up Unit 6!

Today, we look at preparing for your Unit 5 socratic seminar during your class period on Monday or Tuesday!

As 2020 wraps up, T & T discuss the use of Socratic Seminars to boost student engagement during this odd school year set in the midst of a global pandemic. Check out the "how to's" for implementing this student-centered discussion format, including the linked resources here. T & T walk listeners through how to prepare for this activity and all the benefits of using it inside your classroom.

Bre North is a former online student and now attends Oregon State University, in pursuit of her teaching license.    Bre and I talked for over an hour together - this is the condensed version of our conversation with the biggest highlights for all online educators: Bre will uncover for us the benefits of chat over email and reveal how important open communication between teachers and students is. We'll learn about Socratic Seminars and using online discussions to engage even the most introverted students. Finally, we'll discuss the power and benefit of shared control in online classes.   Timestamps  Why did Bre turn to online school in the first place? [2:38]  How do schools balance privacy and also allow students to meaningfully connect? [4:47] How a literary magazine allowed Bre to make friends with peers online and forge a better relationship with her teacher [7:54] What do students think of teachers using chat with them online? [7:54] Why is a chat message easier for students than email? [9:49] What is Socratic Seminar? [10:40] How introverts can thrive in online discussions [11:42] Knowing if your class is value-added to students or not [15:20] According to Bre, what makes an effective online class? [16:26] Bre's advice to newly online educators [17:37] The power of shared control in any classroom [20:15] What was the biggest barrier Bre faced when learning online? [21:54] Bre's vision for online education of the future [26:18] What Bre wants you to know about online schools [28:53] Selected Links from the Episode Socratic Seminar How To https://rb.gy/mhlqzo Student Moderator Guide https://rb.gy/zxwjix

Today, we end Unit 2, and look at your socratic seminar preparation!

In this episode, Mr. Meyer walks you through how to socratic seminar.

As we continue to record from our homes in the time of COVID, we start by chatting about VR once again, even though Adam continues to be unconvinced. From there, the gang talks through Contact Tracing improvements and then how COBOL and technical debt has brought about a new group of superheroes.    Links and Extra Reading @michaelfolkson: Yesterday I co-hosted a Socratic Seminar in VR Apple acquires popular weather app Dark Sky and will shut down the Android version Google And Apple Will Enable Mobile Phones To Trace User Contacts In Coronavirus Fight How Digital Contact Tracing Slowed Covid-19 in East Asia Our Government Runs on a 60-Year-Old Coding Language, and Now It’s Falling Apart Zoom Lets Attackers Steal Windows Credentials, Run Programs via UNC Links Bookshop Network traffic insights in the time of COVID-19: March 23-29 update

We’ve been promising you a bonus episode for a while and today is the day! The only thing is, Abby made us do a Scholé Everyday, and then we talked too long, so we did the logical thing in this situation: we decided to make it a “real” episode. What does this mean for the season? Well, it’ll just be longer. There will be nine episodes instead of our usual eight, making this a sort of bonus after all. Today, we're discussing an article on education written by Steven Rummelsburg that originally appeared in The Imaginative Conservative called The Problem of Language and Our Schools. If you’d like to read the article before listening, just click here. This is a rousing conversation on an excellent topic and also ... listen up because we're making a very big announcement! *** Registration for spring training is now open! Titled "Great conversations about the Great Conversation: How to develop an understanding of a Socratic Seminar as it ought to be," this series of three sessions (LIVE at 5pm on May 11, 18, and 25) transcends all the crazy swirling around us and gets to the heart of truths that matter, even when things feel chaotic. *** Don’t forget to download this episode's Your Scholé Sheet to think through and apply the ideas from this episode, then bring your thoughts into the Sistership and join the conversation happening there. Click here to download your copy for free. *** Click here to get the show notes for today's episode and download Your Scholé Sheet. Click here to join the Sistership. Don't forget to find us on Facebook! Click here to follow us on Instagram!

Today we celebrate the joy of finishing a unit and look at what we are going to do to end the unit.

Here is our 3rd installment in our three part series about our time doing #CelebrateLodge49 at the Long Beach Comic Expo. In this pod we talk about our experience in Long Beach. We also start talking about our plans for the Middle Men Book Club. This will he a series of podcasts per each story in the book. We plan on experimenting with different ways to do the podcasts including live call-in show and Socratic Seminar using Zoom. Let us know if you have ideas or want to involved in helping! Email/DM us (chris@loup.design)Do you want Pod 49 stickers of Jeff Ritzmann limited edition prints?? We are also running a small fundraiser to benefit the relief efforts in Australia and Puerto Rico, details hereShow NotesCollaborative photo album from the weekend!Part 1 (Panel)Part 2 (Panel)The Lodge 49 Filming Location Tour of Long Beach by Cheryl JonesCheryl Jones on TwitterHigher Steaks' Atlanta scene locales on IGOur Tweet Thread Thank You notes!YouTube of Panel 1YouTube of Panel 2Please rate and review us on your favorite listening platform!You can now listen and subscribe to Pod 49 on:Apple/iTunesSpotifyGoogle Play MusicStitcherTuneInI Heart RadioOvercastFollow us on Twitter: Pod49Follow Chris Larry on Twitter: chrislarry33Follow Bart on Twitter: @bartdecoursyFollow Jim on Instagram: @jwfloodEmail us at: chris@loup.design See acast.com/privacy for privacy and opt-out information.

In this episode we I’ll be talking about chapter 20-25 n the book Things Fall Apart

Today on the show we veer away from discussion of a curriculum product to focus instead on a teaching strategy.  Learn from Emily Fields in Douglas County, Colorado, how and why she uses Socratic Seminar to teach critical reading & writing in her middle school classroom.

Six episode of the Lightning Junkies Podcast. In this episode, I interview Michael Folkson from London Bitcoin Devs. Michael joins me this week to talk about the two Lightning Conference side events that he organized and we also talk about other topics. In this episode we explore: Michael's Background Bitcoin Startup Getting into Bitcoin LN Conf/Side Events Socratic Seminars Philosophy Schnorr, Taproot, Tapscript Eltoo Reasons to be Skeptical of Lightning Hyperbitcoinization Michael's Twitter: https://twitter.com/michaelfolkson London Bitcoin Devs: https://twitter.com/LDNBitcoinDevs Link to Socratic Seminar in Berlin on October 16th: https://www.meetup.com/Bitcoin-Lab-Berlin/events/263934153/ Link to Project and Startup event in Berlin on October 17th: https://www.meetup.com/Bitcoin-Lab-Berlin/events/263934185/ LN Conf Twitter: https://twitter.com/LNconf LN Conf Website: https://www.thelightningconference.com/ Sponsor the podcast with Bitcoin on-chain or over the Lightning Network: http://crowdfund.lightningjunkies.net Tip me on Tippin.me: https://tippin.me/@LNJunkies Tip me on Bottle Pay: https://btl.to/@LNJunkies If you wish to contribute in fiat, you can use the Anchor.fm subscription feature. Follow my Lightning Network blog series: https://blog.sicksubroutine.com/ Follow Lightning Junkies on Twitter: https://twitter.com/LNJunkies Follow Chaz Cryptoson on Twitter: https://twitter.com/thechaz

Segments from our Socratic Seminars held in class.

David Vermeulen teaches middle school social studies in Montague Area Public Schools--you will remember him from episode 63 on self-paced instruction. In this episode, he shared how he implements Socratic Seminars with middle school students, fostering civil discourse and collaboration. He even incorporates a backchannel chat, similar to what was shared in episode 40. You can connect with David via email: vermeulend@mapsk12.org Our team of instructional coaches is available to help ANY teacher, ANYwhere. Learn more or just peruse our other resources (blogs, classes, monthly newsletter) and services (events, virtual support, quick chats or calls) at cbdconsulting.com/elevateEDU

I interview Annie Billingsley on how and why she uses the mini Socratic Seminar as a formative assessment tool in her English classroom. Subscribe to me on iTunes so you know when my next episode is released and leave a review so I can continue to grow! Podcast website: http://invitationstolearn.com/ Twitter: @MrsLanghorne Email: invitationstolearn@gmail.com

Tune in to Episode 7 of the Learner Voice Podcast Series to hear all about an innovative classroom activity called a Socratic Seminar!

Audio from our first Socratic Seminar of the year! Do middle school students need recess? Students discuss the pros and cons while citing evidence from research they have done.

Socratic Seminars are a big part of my class. The students circle-up and then dissect complex topics. These are highly engaging, collaborative, and provocative sessions. We do them a lot. However, even if you thoroughly enjoy something, like the taste of a Reese Cup (the relevance of which I'll explain in the episode), if you do it too much...the magic is lost. I'm always looking for ways to improve engagement in class discussion. My kids are totally down with Philosophical Chairs, which I consider a highly successful experiment. A few months ago I ventured down a new a path, the Silent Socratic Seminar. Even as I read the last sentence, it seems absurd. How can you have a class discussion if no one says anything? This episode will demonstrate how you can do just that.

Socratic Seminar by Kunaal Desai

What are the questions that your students carry inside of them but rarely ever discuss? 2015 National Teacher of the Year http://www.shannapeeples.com/ (Shanna Peeples) wanted to find out. What started as a small idea or strategy to help students build empathy transformed into nearly 15 years of work helping children -- and adults -- voice the questions they carry inside them. On this episode of Tch Talks, Shanna talks about why it's important for both students and teachers to "Think Like Socrates," to allow students to take ownership of their own learning through authentic questions, and to leverage student questions as learning experiences that develop critical thinking. For Shanna, curiosity is key, and allowing students to own their learning through creating questions is the most fundamental change a teacher can make in their teaching practice. Resources:http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/11/response_students_can_own_their_learning_through_creating_questions.html (Response: Students Can 'Own Their Learning Through Creating Questions') https://medium.com/@ShannaPeeples/we-become-who-people-say-we-are-6a7a24f65006 (We Become Who People Say We Are) Check out http://www.shannapeeples.com/ (Shanna's website) http://www.shannapeeples.com/presentations/ (Shanna Peeples: Presentations) http://larryferlazzo.edublogs.org/wiki/draft-protocol-for-generating-students-authentic-questions-shanna-peeples/ (Draft Protocol for Generating Students' Authentic Questions) https://www.npr.org/sections/ed/2014/10/29/359325963/50-great-teachers-socrates-the-ancient-worlds-teaching-superstar (50 Great Teachers: Socrates, The Ancient World's Teaching Superstar) Follow https://twitter.com/ShannaPeeples (@ShannaPeeples on Twitter) Follow https://www.facebook.com/shanna.peeples (Shanna Peeples on Facebook) Follow https://www.instagram.com/slpeeple/ (@slpeeple on Instagram) https://www.cultofpedagogy.com/dogfooding/ (Dogfooding: How Often Do You Do Your Own Assignments )by Cult of Pedagogy https://www.edutopia.org/video/big-thinkers-judy-willis-science-learning (Big Thinkers: Judy Willis on the Science of Learning), Edutopia http://amzn.to/2DOUSaS (The Heart of Philosophy) by Jacob Needleman http://www.jacobneedleman.com/blog/2016/2/14/the-ten-great-questions-of-the-heart (The Ten Great Questions of the Heart) by Jacob Needleman http://amzn.to/2nsURlO (The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life) by Parker Palmer Teaching Channel Resources:https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion?__hstc=37506751.f81d02bf457c905a1dac34136015d66e.1607027855466.1614177847807.1614182817837.231&__hssc=37506751.1432.1614182817837&__hsfp=3509056180 (Strategies for Student-Centered Discussion) Socratic Seminar Videos https://www.teachingchannel.org/videos/prepare-for-socratic-seminar-ousd?__hstc=37506751.f81d02bf457c905a1dac34136015d66e.1607027855466.1614177847807.1614182817837.231&__hssc=37506751.1432.1614182817837&__hsfp=3509056180 (Scaffolding for Socratic Seminar) https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom?__hstc=37506751.f81d02bf457c905a1dac34136015d66e.1607027855466.1614177847807.1614182817837.231&__hssc=37506751.1432.1614182817837&__hsfp=3509056180 (Socratic Seminars: Patience & Practice) https://www.teachingchannel.org/videos/teaching-the-n-word?__hstc=37506751.f81d02bf457c905a1dac34136015d66e.1607027855466.1614177847807.1614182817837.231&__hssc=37506751.1432.1614182817837&__hsfp=3509056180 (Socratic Seminar: The "N-Word") https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom?__hstc=37506751.f81d02bf457c905a1dac34136015d66e.1607027855466.1614177847807.1614182817837.231&__hssc=37506751.1432.1614182817837&__hsfp=3509056180 (Socratic Seminar: Supporting...

How do we know we are living in the Anthropocene? Once we name this new epoch the Anthropocene, will that change anything?

How do we know we are living in the Anthropocene? Once we name this new epoch the Anthropocene, will that change anything?

How do we know we are living in the Anthropocene? Once we name this new epoch the Anthropocene, will that change anything?

How do we know we are living in the Anthropocene? Once we name this new epoch the Anthropocene, will that change anything?

What can we do to improve our food crops? What kind of changes to food does society need?

I'm certain most of my listeners have employed simulations and role play in their class. It's a great way to learn. This episode demonstrates how you can combine role-play and simulations with my favorite student activity.I love Socratic seminars! They’re the embodiment of self-directed learning and student collaboration. Kids take a complex topic, learn about it, and then sit in a circle with their peers and apply it, discuss it, explain it, and ask questions to one another. My experience has been that concepts, events, and topics covered in this fashion leads to deep understanding and significant engagement. But everything, even things you and your students love, will get old if you don’t alter it occasionally.I faced this dilemma in teaching the incredibly complex topic which is the Syrian Civil War. I wanted students to engage in a Socratic Seminar, but I wanted it to be different. We had conducted a number of such seminars and I felt the format was getting a bit stale. So...I decided that in order for my students to understand the Syrian Civil War, they needed to become the powerful actors involved.

Eighth Grade Science Should we genetically engineer humans to live on other planets?

Eighth Grade Science Should we genetically engineer humans to live on other planets?

Eighth Grade Science Should we genetically engineer humans to live on other planets?

Okay...here's the situation. The semester is winding down and you need to include one more Socratic Seminar on an important topic. But...you look at the calendar and there's no time! Sound familiar? It's a classic necessity is the mother of invention situation.I was faced with just such a scenario one month ago at the conclusion of the previous semester. So...I IMPROVISED! What materialized was awesome and will become a standard activity every semester, till I hang up my spikes! I decided to take my Socratic Seminar virtual and make it a class Twitter chat.

Elementary students participate in a student-led discussion that poses questions and encourages open-ended expression of ideas.

GRANT WIGGINS Segment I – Background and Inspiration   Tell your story. Where are you from and how long have you been teaching? What classes have you taught?  – Grant's first teaching experience was as a sophomore in high school when his math teacher had to attend a wedding and asked him to run the class (back in the day when you could do those kinds of things). Some of his peers gave him grief and it led to an epiphany. It made him realized how difficult it was to teach. Later, in life he was motivated by the need to make learning an exciting activity, not boring. He taught for 15 years and now is a leader in curriculum development.   Who has helped you in your journey to become a master teacher? – His father was in the foreign service so he had a diverse experience with school. Then, having gone to St. John's College, the so-called Great Books school, so he appreciated the importance of Socratic Seminar early on. He saw the power of giving students responsibility at the board or in student-led discussion rather than the teacher telling them what to think. Mentoring became personal with a colleague named Jim, who he did PLC (personal learning community) with before the term had ever been coined. As a soccer coach, Jim once said to Grant, "how come we teacher differently out there than we do in our classrooms." That has stayed with Grant to this day. Jim was someone who took teaching and learning more seriously than anyone else in the school.   It is important for other teachers to know that we all have had setbacks in the classroom. Identify an instance in which you struggled as a teacher and explain what you learned from that experience. – A bought of laryngitis forced him to turn control of the Socratic Seminar over to the class and the results showed how much guidance his students needed.  student threatened to throw the desk out the window. In his vocal absence, the students went off on all sorts of absurd tangents. He realized he hadn't done what he thought he was doing, which was to make them independent. Also, being video-taped for the first time allowed him to see and hear how he spoke to struggling readers. It all made him realize how his good intentions were missing the mark with student understanding. He realized how his soccer coaching experience had to come together with his teaching practice. He had to be more purposeful and deliberate with students in identifying the norms of discussion and the roles they could take in discussion.   Why teach English and the language arts – Grant would like to see courses called Language Arts instead of English because the danger of teaching "English" is that you can fall back into a tour of certain time periods. He believes that we have a huge problem in this country of engaging adolescent boy readers. A lot of high school English classes are a forced march through books.    What is one thing that you love about the classroom? –  He is at his happiest in probing the thinking of adolescents. Having a discussion with kids about meaningful issues is about as fun as it gets in 42 minutes.   Segment II — Digging into the Teacher Bag of Goodies   What book do you recommend to a developing teacher?  – Grant believes you can't go wrong with the master, John Dewey's, Democracy and Education. It is one of the best books you could read. It is a clarion call to remind ourselves of why we teach.    What is one thing a teacher can do outside the classroom that can pay off inside the classroom? – Plan better. Understanding by Design, Expanded 2nd Edition. Its just a no-brainer that no matter your style, there is nothing better than unit planning and backward design. Everyone needs a plan to cause a difference in the student -- in his or her learning.   Is there an internet resource that you can recomme...

This podcast includes instructions for a post-Socratic Seminar on Climate Change blog post, and what the Crazy 8s are doing this week.