Skip to main content

The Art of Conversation


"True knowledge exists in knowing that you know nothing.
I know that I am intelligent, because I know that I know nothing.
I cannot teach anybody anything, I can only make them think."


-Socrates







The students in grade 6 are developing their understanding of the world around them by reading news articles from the website newsela. What I like about this website is that it allows you to make the article accessible to students of different reading levels.

It was not the perfect lesson. Students were not following the rules of our socratic seminar. In the beginning, the first group of inner circle students felt nervous and kept repeating key points, without giving evidence from the text. 

A bit of background about the content?

They read the following article: (chosen by a  few students)

Candidate dismisses criticism of his plan to keep Muslims out of U.S.


Activity: Socratic Seminar.

What I liked about this first part of our experience was that two students who generally hardly come forward to share their learning, volunteered to be part of the inner circle. As a class, it seems we had managed to create a safe haven for them. This was a wonderful realisation for me!

And so, we tentatively went into the second round of our socratic seminar. They decided to change the question prompt a bit as they thought it would allow more room for their perspectives.

So from "Why do people vote for Donald Trump?" to
"Would you vote for someone like Donald Trump?" made a huge difference to the quality of conversation as you can see below.


Hope you can take the time to look at the videos!



 (with the second improvised question)




 

This video was based on the first question.
It's amazing how a powerful question can promote discussion among people, isn't it?




Thanks for reading.

Sources:
https://niice.co/search/socrates

Comments

Popular posts from this blog

Unravelling the inquiry cycle in a PYP class room

“ People can make choices to support the sustainability of the Earth’s energy resources .” Me to students : Does that make sense? Students to me : (after a while)...not really...  Their understanding of "energy" during the pre-assessment task also reflected a superficial knowledge of the term. And thus our unit of inquiry started. As I was browsing the net, I came across this picture prompt- a map, which I thought would serve as a great provocation. The annual energy consumption per person . Kids love guessing where countries are, so it was a great way to address some geography at this point.  I had also been reading Craig Dwyer's  post  which inspired me to change my inquiry cycle and use a simpler one. Wonder (while exploring)- Explore (while wondering)- Create (while reflecting)- Reflect (with subsequent wonderings). I was feeling more at ease now. The map allowed the students to make a lot of inferences based on patterns whi...

Generalization-Designing Your Lessons for Conceptual Understanding (Part 3)

This post is the third of our blog post series on how to design lessons for conceptual understanding. Part 1 here Part 2 here Strategy 3 : Generalizations You may have come across Lynn Erickson's diagram on the structure of knowledge. In my IB workshop's I always like to present the avocado model alongside this diagram when I am talking about facts. The intention of inquiry-based teaching and conceptually-driven understanding (or Concept-based inquiry- whatever terminology suits your fancy)  is to enable students to make generalizations. In other words, can they transfer their learning to a new context because they have understood what they learnt.  In order to make generalizations, we need to first plan lessons that help students acquire facts/topics that are interesting  and worth knowing. Bringing in local and global issues that are relevant to the topic help students as they begin to compare the topics and see emerging patterns. Remember, facts and concepts have a syn...

Concepts-In-Use: Designing your lessons for Conceptual Understanding (Part 6)

  Concepts-In Use www.ibo.org In this post, one more strategy takes center stage when it comes to designing lessons that aid conceptual understanding in our students: Concept-In-Use. This strategy should be used once several concepts have been covered in class.  A great way to know whether your students are internalizing the concepts is to ask them to explain the connections between two concepts. For example:  In Math Ask them to convert a fraction to a percentage.  Or a percentage to a decimal.  Can they clearly explain the connection?  Can they use drawings to support their explanation? Can they articulate the difference between a prism and a pyramid.  How are they same?  How are they different? How can you represent data visually?  Bar graphs, pictographs, line charts are all concepts. As a designer of conceptual lessons, a teacher needs to be keenly aware of the connections between concepts.  For instance, is the Grade 3 teacher awar...