When your most reluctant student participates, and enjoys herself...you post about it.

Yesterday two of my classes participated in a Socratic Seminar: Should the Electoral College Be Abolished? I was SO impressed. Some students had previous experiences with the seminar while some had no idea. We had a practice seminar when we finished our Valley Forge unit. If you and your students are both new to socratic, I highly recommend a practice session.  You can work out the kinks, determine who will speak most, and not at all, and if you need to assign roles. We decided on two leaders per circle (I chose students who are not the most vocal but also not afraid to participate). We did not feel the need for other roles. However, I made a packet that was extremely structured for a socratic. (Hopefully on TPT soon!) Students were given the "Class Rules" (do not talk over peers, respect ideas, summarize, take notes, etc.) in addition to a chart of questions and a note taking guide. The period prior to the seminar, students looked through their documents and developed 3 questions per level of questioning. (You could use DOK or Bloom's levels for these). Our documents included two articles about the electoral college in this 2016 election, an Upfront magazine article, and documents from The DBQ Project, "Should the Electoral College Be Abolished?" After questions are completed, students were admitted to the seminar the following day. When students were in the outter circle, they were to take notes on each round. I provided students with boxes for each round - two rounds of 7 and one of 3 for each circle. Students knew exactly what to expect prior to the seminar and had materials in front of them in order to ease any uncertainty and calm any nerves.

As it is such a controversial election year, students were genuinely interested in the topic and were SHOCKED that the electoral college even exists! Some were quite passionate and it was evident in their questioning. Students also spoke on the candidate selection system, and how to revise the process. During the debrief students shared their enjoyment and liked that they led the class. In terms of taking responsibility for learning, socratic is tremendous. They bounced ideas off each other and were able to practice a conversation that is meaningful, and based on knowledge.  Had I asked students to compose an essay I would not receive such higher level thinking. One student in particular that hardly comes to class, not only participated, but smiled and remained on task. My entire week was made. I was SO happy I was able to reach this student, even if for one 55 minute period.

 In order to receive credit, all students had to speak at least once. If a student was absent then unfortunately they would have to complete an essay. Students were graded on their completion of the DBQ project, questions and notes, and then received a second grade for their socratic participation.

How do you conduct your seminars? How do you assess student participation in the seminar?