Critical Thinking Seminars

Critical Thinking Seminars-66
I also had the outer circle students take notes on a collaborative Google Doc, recording the interesting points raised by each student.This was important as it made sure the students not in the dialogue were actively listening, and also provides an excellent source of ideas for extended responses when we prepare for the HSC exam!After that presentation, I wrote up on the board the two debates to be held the next lesson, and they chose which theories they wanted to represent.

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I marked Mod B Advanced for many years at the Marking Centre, so I know what not to do with this module.

My students really were interested in these different lenses that can be adopted when responding to the play, and could all appreciate that even though we hadn’t named them, we had considered them all (to certain degrees) during our close reading of the play.

The class were really surprised with his very effective adjudicating style, and equally surprised by the outcomes of the two debates!

I took notes throughout the debates – the kids had so much to say!

The four frames are subjective (personal response), cultural (contextual factors that shape the text), structural (close reading and textual analysis), and critical/postmodern (considering a wide range of perspectives of the text).

We end this process with what we call Subjective 2.0 – the students going back to their original subjective response to the play and revising it based on their experience of the other three frames.

The first thing I did was put my students into teams based on ability (this was determined by assessment marks and my knowledge of each student) and allocated each team an academic reading on Henry IV: Part 1.

Students were then asked to read the article (highlight and annotate as they go) and then come up with one inquiry question they wanted to discuss with their team.

You can see the name of one of the articles and the student inquiry questions below: The process that we used for each Socratic Seminar is outlined below, as modified from the ACSA document and the Philosothon COI structure: I guess it’s a testament to my kids, or the culture of our class, but every student read their texts and showed up prepared to discuss it with their peers. Those articles were DAMN HARD and they just did it… Oh, I also forgot to say that each student had to add a five point summary of the article plus their three favourite quotes to a Google Doc in our Team Drive – they did this well too!

See one of my student’s summaries below: OK, so during the actual Socratic Seminar I assessed the students using a marking criteria that I found online and modified.


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