Socratic debate

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Provided by Sarah Dukes

Socratic Debate is a form of cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking.

In a Socratic debate, students help one another understand a key idea / concept / text through a group discussion format. Students are responsible for facilitating their group discussion, whilst also practicing how to listen to one another.

Format: inner and outer circle.  Inner circle lead discussion; outer circle participate through listening.  Each pupil on outer circle gets a ‘focus card’ with a particular skill to concentrate on (this can be linked to the overall skills within the text, or a skill linked to listening and debating – see examples).

Inner circle – read through the text.  Give them a question to start them off.  They lead the discussion.

  • Teach listening skills before
  • Give students time to prepare – this can involve reading and annotating a text, writing down key questions, researching a topic etc.
  • Give all students an overall objective or learning question to focus their discussion, and encourage them to try and reach an agreement.
  • Stick to the rules – outer circle (and teacher) wait to be invited into the discussion; inner circle lead: don’t mind awkward silences at first.
  • Have back-up questions ready
  • Incorporate time to reflect and evaluate on both S&L skills, but also on the content of the debate.

You can find more information in the CPD folder on Staff Academic.

Promoting resilience and positive relationships

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Provided by Caroline Bélou.

Very personalised approach due to small numbers. 5 key principles

Build positive relationships

TRUST, effective classroom management clear expectations   pedagogical factors such as effective instruction, teacher passion and autonomy

Teach social and emotional skills

Use active learning, focus on skill development and have explicit learning goals.

The use of collaborative learning strategies is vital to reinforce the skills and provide opportunities for students to practise social skills.

Foster positive emotions

Creating a positive learning environment where students have a voice and choice

A proactive approach will help to reduce anxiety and improve learning outcomes.

Identify students’ strengths

Give your students more opportunities to be successful and build a strong sense of self-worth.

Build a sense of meaning and purpose

Engage your students with the group so they find ways to contribute.

Working towards worthwhile goals increases students’ sense of wellbeing which impacts positively on student achievement.

 

 

 

 

Creating a learning conversation when marking

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Provided by Zoe Silvester.

Why I mark each lesson.

Here are a few of the reasons why we might decide to spend time marking:

  • To grade and summatively assess students’ performance
  • To correct students’ mistakes
  • To help students to improve their current level of performance
  • For teachers to receive feedback from students about how well they appear to be understanding the content being taught
  • To motivate students to work harder
  • Because parents like it and students have come to expect it
  • To prevent students from having to struggle or think
  • For accountability purposes (as a proxy for convincing managers that you are a good teacher)

All these reasons but also:

  • I enjoy getting to know students better
  • I know the impact marking had on me and my family
  • Students are thankful that you have put the effort in.

How I manage the workload.

  • Time – end of every day.
  • Clear S.C.
  • Books handed in on the page
  • Use settling time to walk around and check EBI’s – give TA a green pen.
  • Mark spellings in Green as I walk around and anything else I spot (accountability)
  • Don’t mark work if I miss a week unless assessment
  • Do use peer and self assessment
  • When doing large amount of DIRT students bring to the table like in primary school and can then move on to a ‘fun’ activity.  DIRT on assessment takes a whole lesson.
  • Write verbal feedback if feedback given.