1. IZone HS Collaborative
Literacy
English III and IV
Tondrea C. McWright – Instructional Literacy Coach
S.P. A.C.E.S.
Content Collaborative
November 1, 2016
4:00-5:30 PM
Specializing in Pedagogy And Content for Education
in Secondary Schools
iZone High School Team

2. Future Collaborative Dates
High School English Language Arts
Tuesday, December 6th
Friday, February 10th (DLD)
Tuesday, March 7th
Tuesday, April 18th
1 min.

3. Vision & Mission
The iZone High School Instructional Support Team's vision is to be a highly valued team that provides effective content and pedagogical support for teachers to increase student achievement that leads to college and career readiness, lifelong learning, and productive citizenship.
Our mission is to provide data-driven instructional support through content coaching and professional development that increases teacher capacity. Building positive relationships, communicating effectively, embracing diversity, and engaging in on-going reflective practices are the cornerstones of this work.
30 sec.

4. We must move our schools from the bottom 5% to the top 25%!
iZone Goal
We must move our schools from the bottom 5% to the top 25%!
To accomplish this, we must ensure that effective instruction takes place
EVERYDAY and in EVERY school.
30 sec.

5. Session Goals Know: Understand: Do:
the importance of crafting discussions to foster student thinking.
Understand:
how to craft questions to facilitate meaningful student discussions.
Do:
craft text-dependent questions that will encourage classroom discussions.
30 sec.

6. AGENDA Overview of Session (5 min.) Socratic Seminar (10 min.)
Discussion Stepback (20 min.)
Grade Level Group Planning (45 min.)
Closure/Surveys (5min.)
1 min.

7. Session Norms Be present Be brave
Be willing to take risks and be engaged
Ask questions
Engage in meaningful dialogue with your colleagues
Keep students at the center of your thinking
30 sec.

8. Socratic Seminar
“a collaborative intellectual dialogue facilitated with open-ended questions about the text” (Roberts & Billings, 2012 p.22) “a formal discussion, based upon a text, in which the leader asks open-ended questions. …students listen closely…think critically… and articulate their own thoughts to the thoughts of others…” (Israel, 2002 p.89)
2 min. effect size of .85 for transforming conceptual knowledge.

9. Socratic Seminar Q1: What does the text say?
What is W.E.B. DuBois saying in paragraph 5?
3 min. 4:09

10. Socratic Seminar Q2: How does the text work?
Why is the phrase “double-aimed” important to this paragraph? The text?
4:12

11. Socratic Seminar Q3: How does the text work?
Dubois begins and ends the chapter in first person. Why did he write paragraph 5 in third person?
4:15

12. Socratic Seminar Q4: What does the text mean?
Based upon paragraphs would you say, The Souls of Black Folk is narrative, informational, or argumentative? Why? How does the mode add to Dubois’ purpose?
4:18

13. Socratic Seminar Extension Activity: What does the text inspire you to do?
Could Dubois’ point of view be applied to people other than African-Americans? How or How not?
At 4:20- This part needs to be over! Hard Stop!

14. Step back (2 min.) Alignment
To which standard(s) is this Socratic Seminar aligned?
How does this lesson align with our Foci: Text, Talk, and Task?
What comes after the discussion?
Chart answers to each part of the Step back to compile as a resource. 4:22

15. Step back (3 min.) Creating Questions
What do each of these questions require students to do?
How are they sequenced?
What do you do if students do not understand the question?
4:25

16. Step back (5 min.) Socratic Seminar
What is critical thinking?
How does Socratic Seminar increase critical thinking?
What planning is necessary for this to be an effective engagement strategy in the classroom?
Can this strategy be used with low-achieving students? How?
2 min. effect size of .85 for transforming conceptual knowledge. 4:30

17. Student Accountability (5 min.)
How were all students held accountable for the discussion?
How could the Socratic Seminar be altered for a class of 35?
What was the purpose of the listening rubric?
How could this be adapted for your classroom discussion?
What comes after the discussion?
At 4:35 this part needs to be over! Hard Stop!

18. Independent Planning- (45 min.)
Now you will use the TDQ book, this text or your own, along with each other to plan a Socratic Seminar.
Keep in mind:
student needs
class makeup
standard alignment
text specific and dependent questions
At 5:20 end for closing! Pictures of finished work to add to Resources Website.

19. Volunteer Opportunity
Who will allow me to videotape a Socratic Seminar in action to share within the iZone?
1 min.

20. 1 idea you wish we had covered
On an index card, write:
Two Stars and a Wish
2 “aha” moments you had
1 idea you wish we had covered
2 min.

21. Closure/Survey
Please place the following URL into your browser to complete the survey on today’s presentation.
4 min.

22. Survey
QR Code:

23. Contact Tondrea C. McWright (901) 354-4635 spiveytc@scsk12.org
1 min.