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Socratic Seminars for Advanced Placement: Putting your Students in the HOT SEATWendy Eagan
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Classroom discussion and analysis of textual and visual primary sources can be problematic at the beginning of an Advanced Placement course. The most productive best practice that I have found to facilitate effective dialogue is to assign HOT SEATS regularly during each semester. The Socratic Seminar is a practice that can be easily amended to suit the needs of each teacher, course and individual class. It is based upon the theory that a collaborative verbal forum will help each student to actively participate and think independently while listening to and reflecting upon what their peers have to say. There is emphasis on inquiry rather than "memorizing" or being "lectured to". There are many variations of this practice, but I use the three rubrics and explanations that follow. When students have the opportunity to discuss content in a small group setting, they begin to understand that there is a difference between memorization and interpretation of historical evidence. At the first session, I am careful to explain the difference between debate (seeking to staunchly defend a rigid position in order to be right) and discussion (remaining open to new perspectives and or interested in different points of view). The first of three free-response questions on the AP Exam is the Document Based Question (DBQ) which requires the construction of a historical argument based upon the close reading and analysis of excerpted evidence. Students must answer the question by logically grouping documents according to a historical rationale they develop. They must also identify the point of view of the author and identify the need for appropriate additional documents. Students need frequent classroom experience working with document analysis before they become proficient at these habits of mind and writing successful answers to questions such as the DBQ, Students are generally shy at first but after many sessions and repeated opportunity; they eventually enjoy and look forward to these seminars. My former students often tell me that these sessions helped them immensely during their freshman year in college; just as much as the essay writing we practiced in preparation for the exam. They have told me they felt confident to speak out in class and answer questions put to them by their professors. I structure the seminars in stages and have developed three rubrics: the first explains how graded points will be awarded, the second is an explanation of the procedure for the group seminars and the third is a variation putting more leadership responsibility on individual students after they have mastered stage two. I try to arrange two days every two weeks for seminars during the early part of the year, then I schedule them more often as students become familiar with the process. I always ask for volunteers and make sure that those who do not volunteer are assigned as well. I keep records of each session so that absences and missed classes are accounted for when determining grades. Depending upon the class size, I may split students into two groups to ensure that everyone has a chance to participate evenly. It may be appropriate to schedule one class for those who missed sessions or who want to improve their grade. Often students ask for the opportunity to be in the HOT SEAT when they want to discuss assignments they have found to be intriguing. After about three months, I find that the process becomes automatic as students often simply begin class by bringing up topics for discussion on their own. By the end of the first semester, they are running seminars on their own with much less input from me than in the beginning of the year. This is a good thing. First Rubric: Evidence of Learning Points Rubric Formative assessment points will be accumulated over the course of several days for the Hot Seat or Question Leader Seminars during each quarter. Students may exceed the expected point range for EOL grades if they perform at a consistently proficient level. This is an asset-based activity: you will not lose points but you must gain them by proficiency. Proficiency Points Awarded
Not Proficient Points Not Awarded
Second Rubric AP World History: HOT SEAT Socratic Seminars
Third Rubric: Hot Seat Update: Question Leaders
Wendy Eagan, World History Connected's editor for Visual Literacy teaches AP World History, Cultural Anthropology, Sociology and Comparative Religion at Walt Whitman High School in Bethesda, Maryland. She has written features for World History Connected since November, 2003. Contact her at Wendy_J_Eagan@mcpsmd.org. |
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