Year 7 - Socratic Challenge
8L - Socratic Challenge
You will be split into two groups: one being the inner circle, the other being the outer circle. Below is a list of success criteria you are required to achieve during the challenge. In addition to these success criteria, when you are in the outer circle you will take notes and write down comments about what people in the inner circle are saying. In other words, you will be grading your classmates on what they have to say and how they do it. These notes will be turned in at the end of the lesson.
In a Socratic Challenge there is no leader. If you want to speak you must have the ‘talking object’ in your hands. The inner circle and outer circle will switch places after 5 minutes. When you discuss, be sure not to ‘take over’ the discussion. At the same time, if you are usually pretty quiet, speak up! Your ideas are needed for the challenge to be successful. Remember to use each other as well: look for answers and questions from each other. That’s the whole point!
Assessment Sheet – Socratic Challenge
Tick the appropriate box
How many times did this person contribute to the discussion?
|Frequently |On occasion |Hardly at all |
How would you grade the quality of their contributions?
|High |Medium |Low |
Did they make references to specific examples or evidence?
|Regularly |On occasion |Not at all |
Did they listen carefully to other members in the group?
|Very carefully |Generally |Not really |
What target(s) would you set this person if they are to repeat this exercise in the future?
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|Level |Description of Success Criteria |
|7 |You make several comments during the challenge |[pic] |
| |The comments are original, deep, debatable and supported by the text (this | |
| |doesn’t have to be a new thought. It may be an extension to an earlier comment)| |
| |You always listen (you could demonstrate this by asking follow-up questions) | |
| |You follow this model for answering: reflect the question in your answer, | |
| |providing an explanation for what is being said, and address/ respond to the | |
| |opposing argument. | |
|6 |You make several comments during the seminar |[pic] |
| |The comments are original or extensions, but lack the depth as seen the above | |
| |level | |
| |You are always listening (by asking a follow-up question or responding to one) | |
| |Not quite fluently, you can follow the model of answering: reflecting the | |
| |question, giving evidence, stating connections, providing explanations, and | |
| |addressing and responding to the opposing argument. | |
|5 |You make a few comments during the seminar. |[pic] |
| |The comments express a mixture of original thinking or extensions and repeating| |
| |others | |
| |You for the majority of the time are listening (by asking follow-up questions, | |
| |responding to one, jotting down notes) | |
| |You follow the model for answering questions (repeats the question in the | |
| |answer, gives evidence, states connections to related topics/texts, providing | |
| |explanation for what is being said, addresses and responds to the opposing | |
| |argument). However, there is always something obvious missing in your answer. | |
|4 |You make a couple of comments during the seminar. |[pic] |
| |The comments made almost always repeat someone else’s comments. | |
| |You are listening only half the time (by asking follow-up questions, responding| |
| |to one, jotting down notes). | |
| |You rarely follow the method for answering questions (repeats the question in | |
| |the answer, gives evidence, states connections to related topics/texts, | |
| |providing explanation for what is being said, addresses and responds to the | |
| |opposing argument). | |
Lesson Plan
Equipment:
Laptops
Space!
Table formation
Topics:
Fox-hunting
Animal testing
10-15 minutes – boys with laptops researching their topic looking for key points and maybe even extracting a couple of facts and figures to support their points. Perhaps they may want to quote someone well-known? An MP? A leader in the fox-hunting community? Farmers?
5 minutes – set instructions – move boys around into position.
5 minutes – 1st debate – Fox-Hunting.
5 minutes – Feedback session.
5 minutes – 2nd debate – Should animal testing be allowed?
5 minutes – Feedback session.
End lesson by taking the boys to the Norman Hall.
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Your name:
Their name:
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