I thought the readings were really
insightful, especially some of the quotes from students in regards to why they
enjoyed modeling better than traditional lab work. The research and test score improvement seen
with modeling was exciting for me because I have never really seen statistics
like that before. One thing I didn’t
really think of before reading these articles was the idea of how block classes
can benefit the modeling process. In East
Nashville they do block scheduling and that is where I work now so it is very
relevant. One major affordance of
modeling in conjunction with block classes is that there is more continuity and
less interruptions between concepts and lab work. The readings highlighted how beneficial it is
for students to be able to discuss ideas and come up with their own idea about
how to investigate scientific phenomena, which is right on point with the
readings we have had thus far. Even the
students were pushing back on the idea of a prescription lab where students
follow written instructions and fill out worksheets. The students seemed to really enjoy the
inquiry and freedom that came with modeling as it gave them more ownership of
the materials. I really like the
testimonials and think I will use the whiteboards or something similar to get
students discussing, sharing, presenting, and revising ideas. I do wonder how difficult it is to develop a
feel for how to lead a Socratic discussion effectively? Also, Pacing seems like it might be difficult too
as there are so many different discussions and ways class can go. How do you explore everyone’s ideas while
making sure to cover the necessary content?
I like your question about the socratic method and how to become adept at teaching with it. I would be interested to read an article by a teacher/professor who uses the socratic method about things they have learned over the years, and tips for running a better inquiry class. I bet there are some some good articles out there about that.
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ReplyDeleteJoey, coming up with good ways to lead a Socratic discussion is critical for modeling success within the classroom and creating a good class environment. From the articles, it seemed like it was trial-and-error/practice that led to good Socratic discussion and it came about pretty quickly. The teachers saw increased scores on tests within the next year, which is really fast! Furthermore, the teachers stated that they had more of a hard time staying removed from the discussions, and not immediately correcting students misconceptions, which students ended up correcting by the time class finished. Therefore, why the teacher has to come up with initial guided questions, it seems as though the students take over, discuss and work through concepts, and ask their own questions.
I think its interesting that you ask how to "lead" a Socratic discussion. I don't think Socratic discussions can be led, as that implies one person in the dialogue has more authority than another. In one article, the author wrote that he needed to learn to keep quiet and let students talk, and that everyone was equal in asking questions. In a Socratic dialogue, then, the members of the class draw ideas out of other members and go through them logically. The teacher can model good questioning to get the students started.
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