This is a professional development blog for Nottingham Elementary. We'll be discussing books we have read as a group. Our discussions will be focused on gifted children.
One “Aah” I had was about The Socratic Seminar on page 139. My son’s English teacher uses this with her class and the students are highly engaged in rich conversation over books that have read such as Fahrenheit 451 and Of Mice and Men. This strategy gives GT students the opportunity to openly discuss and share their views with supported evidence.
I agree with Annie Mitchell's response on June 8th about how highly engaged students can be depending on the strategies that teachers use to reach it. It moves from recalling to higher levels of the Bloom's to truly understand the skills.
@Annie I never realized the sharing circles using polite language in CCP are based on The Socratic Seminar!
I was telling a parent about the active discussion of CCP and she too said that was the Socratic Seminar.
Annie, I too enjoyed reading the section on the Socratic Seminar. It is interesting that this is basically what we do in CCP Active discussion. During active discussions last year I could always recognize who really get had a good grip on things when we came back to discuss them at a later time. This pretty much lines up with the idea that “students can speak intelligently and logically on a topic once they’ve learned enough about a topic” (p139).
I also noticed the similarities between the socratic seminar method that Annie noted in the June 8th post and the active discussion piece of CCP. Students are encouraged to speak openly without the back and forth that can take place between student and teacher. The information can travel between the students and more can participate.
One "Aahs" during Chapter 6 reading was the Curriculum Differentiation Chart. I like how its organized and laid out by starting each unit with an overview on the content and then writing key concepts on the left side. Usually, I start under it and then I end up with several sets of overviews that I have to complete for many students. But seeing horizontally you can plan the differentiated tasks that this book suggest and it helps you stay on task to make such each task teaches a key concept on that line.
One "Aahs" in reading Ch 6 is the Taxonomy of Thinking chart on page 133. It is a handy chart for writing lesson plans for all as well as GT extensions for a few. It also works to creat econdensed learning opportunities for pull out students.
I truly agree with Melanie M. comments on June 19 regarding the "Taxonomy of Thinking Chart" and the creation of condensed learning opportunities for students. I reviewed the "products" on p. 133 and realized she made a great observation regarding lesson opportunities for pull out kids.
I liked the Socratic Seminar (pg.139) as well. I love it because it gives all kids an opportunity to think and share their thoughts with others. Based on discussion, I can really see if students truly understand the content. I also like because it can be done with any topic/subject.I would have sentence stems to help students begin and continue the discussion.
I agree with JChoy on June 20 regarding her like of the Socratic Seminar because it gives all kids an opportunity to think and share their thoughts. I would like add that it also provide students with the opportunity to see that thinking is not linear. There are some students who have a "know-it-all" persona. All students need to understand that sometimes thoughts need clarity, to be expounded and/or confirmed.
I absolutely love the Socratic Seminar (pg.139) as a form of discussions. We start in small group/book clubs and freely talk about a topic going on in their books/stories/articles or whatever they are reading. The guidelines are set and the expectations are known to the group. It works really well and it allows all students to talk and share their thinking. I have done it a few times whole group, but it became very chaotic and we had to stop. I love the idea of a smaller group with the other students either doing a group or observing. I think this is another way for students to take ownership of their thinking and the discussion.
One "Aaha" for me was the Curriculum Differentiation Chart on pages 134-135. As educators, we are taught that students learn in so many different ways (auditory, visual, tactile, etc.). I absolutely love that this chart lays it all out and gives a template to plan out how you could take a topic and create different activities for students that access different learning styles.
My “Ahas” when reading chapter six are around the idea of using the Taxonomy of Thinking Chart on page 133 in conjunction with the Curriculum of Differentiation chart on page 136 to plan curriculum and differentiated tasks for all students at the same time. I love how the Trigger Words and Products are organized and laid out. This is the most simple and user friendly version of Bloom’s Taxonomy I’ve seen. Furthermore, I like how it is easily transferred to planning on the Curriculum Differentiation Chart which includes the Key Concept aligned with each learning style.
I had several "Ahas" as this chapter talked about planning curriculum that met the learning styles of an entire classroom. I was wooed by the The "Curriculum Differentiation Chart" p. 130 because it helps teachers create instructional activities for the entire class as well as extension activities for the gifted students. The "Taxonomy of Thinking" p. 133 helps you design tasks using the appropriate "trigger words" and products. The "Socratic Seminar" p. 139 and it's "think to talk" and "talk to think" approach helps students hold discussions that foster true comprehension of subject areas, key concepts, etc.
The "ahas" that I had in this chapter started with the suggestion that teachers work together in order to create options for the curriculum differentiation chart on pg. 131. I also liked the fact that the chart had space to combine both the use of blooms taxonomy and students different learning styles whether they be visual, audible, or tactile. The chart makes it possible to provide students with multiple ways to accomplish the same goal. I have also seen the socratic seminar method listed on page 139 work well in the classroom to further discussion between students, when the student offers an idea, they have to back it up with evidence- a skill that lets the teacher see how the students are comprehending the material.