# data[].attributes.body
1. Ss are in charge of their own learning as they are the one leading the discussion about the book. Ss take responsibility  by being active members of the discussion by either speaking  and /or listening to/watching others. However, the teacher, as a facilitator, guides the discussion and keeps the students on task.
2. Both (teacher and Ss) learn from each other. The teacher feels the need to be always over prepared because she never knows where the discussion will take them.
3. Both are thinking.
4. The teacher has to constantly be over prepared so that she is able to anticipate students questions/doubts  and keep the discussion on track. Students also need to prepare, because they have to have previous knowledge of the book to be able to express their opinions and ask/answer follow-up questions. So, both teacher and Ss are working hard.
5. Students feel safe as they know there's no right or wrong answer, so they participate more actively. They are also more engaged and feel this process puts them is a less passive position.

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ELA.RL.9-10.3

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-\x80\x9312

9-10: 9th & 10th Grades

3:
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does the discussion reflect the conflict in Humbert's character?

2. What strategies does Ms. Kosoff use to challenge students' thinking?

3. How does Ms. Kosoff present ideas so that students form their own opinions, considering evidence and the perspectives of others?

School Details

Urban Academy Laboratory High School
317 East 67th Street
New York NY 10065

Data Provided By:

Teachers

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Inquiry-Based Teaching: Discussing Fiction Texts

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Sheila Kosoff, an Urban Academy Literature teacher, facilitates a discussion with her students about the main character in Nabokov's Lolita. Using an inquiry-based approach, Sheila asks students to consider the psychology of the main character, Humbert, as the novel progresses and as their perception of him changes.

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1.  The teacher is supervising   and the students are leading the activity/investigation.

2. Both are learning. The teacher is reflecting in order to adjust the activity/Q. of I. and the students are learning new skills/concepts.

3.

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The Socratic Seminar is a useful tool in any inquiry classroom. Students create questions, discussion points, arguments etc. to engage with any text or topic. It's very student-centred.

https://www.teachingchannel.org/video/using-socratic-seminars-in-classroom

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ELA.W.9-10.1a

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

1a:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.1b

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

1b:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. What strategies encourage higher student engagement and individual participation?

2. In what ways do sentence stems help students learn to respectfully express ideas?

3. How might you use a Socratic seminar with the content you are currently teaching?

School Details

High School for Arts, Imagination and Inquiry
122 Amsterdam Avenue
New York NY 10023

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Socratic Seminar: Supporting Claims and Counterclaims

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High school students work in teams to develop claims and anticipate counter-claims given topics about governmental control and oppression related to their reading of Persepolis. Prior to the debate, students discuss their claims and evidence supporting these claims within their teams and also anticipate counterclaims. Each team member takes notes and prepares to either debate for their team or document interesting arguments that occur during the spoken debate.

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The teacher is in charge ultimately, but the responsibility of learning is passed somewhat to the student eventually.
The teacher mentioned that he was discovering information about the subject and the students. The students were learning, a techniques of analysis and also content - this was evident by the way that they were feeding back to the class.
The teacher 'pre-thought' when designing the lesson, and is thinking now of misconceptions and when to drop questions and resources into the mix. The students were thinking about the content and how their ideas were altered through exposure to the sources and how to look at them.
Students were working hard on the tasks (some more than others) but the teacher was also working hard in the background to 'be the conductor' of the inquiry.

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Paul Baker (the Helpful Historian) using the Inquiry Method

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The students are in charge of experimenting and learning. The students are learning from collaborating, reflecting beside their own experiments. They can clearly identify the authentic value and purpose of the experiment. The students are highly engaged and can articulate that they can learn from making mistakes. The students were left with water, brushes and paint and paper to explore and mix colors. The students know that their learning from the teacher becomes more meaningful when they experiment on their own and discover answers.

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1. The students were in charge after the provocation was given

2. The students were learning by collaborating with each other. There was also active participation by all the students.

3. The students were having to do all the thinking on how they wanted to approach the problem.

4. Both the teacher and the students are working hard. The teacher still has to be involved.

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Jo Boaler - Enquiry Based Learning for mathematics.