As TRB Standard 3 indicates, it is important for educators to be knowledgeable about how children develop as learners and as social beings. Socratic seminar is meant to motivate students to work within their Zone of Proximal Development, but not to place undue pressure to contribute to the dialogue if a student does not yet feel ready. The rubric is split into two sections. The first three criteria are required, but they do not require the students to speak. The students simply need to come prepared for the seminar and listen attentively and respectfully. While all students join the dialogue circle, they are aware that if they choose not to speak, or have found, by the end of the seminar, that they did not express their ideas fully or accurately, they can choose to eliminate any or all of the bottom three criteria in place of a written submission.
My experience creating this evidence piece for TRB Standard 3 made me understand how pro-active teachers need to be in providing students with alternative assessment opportunities. I believe that in time, all students can become active participants in Socratic seminar, but I also understand that for some students, the pressure of speaking in front of a group can obstruct their meaning making process. In addition, I am also aware that teachers can sometimes stereotype children as always having something to say. This however is not always the case and a student’s right to listen needs to be respected just as much as their right to speak. |
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