Honors Comp 1 (10:30-11:30 a.m.): Socratic Circle
For today's first socratic circle we will be breaking into two groups: the first will be our "fishbowl," leading a group discussion about an article from the December 2014 issue of The Atlantic, "How Strict Is too Strict?"; the second will be our audience, observing how discussion is going and how they feel about points brought up in the conversation.
After twenty minutes, we will switch roles, and group 2 will have their own discussion on an important article from the November issue of The Atlantic, "Why do Teens Sext?" while group 1 live comments (see instructions below).
Instructions:
Audience members: in the comments section of this post, make thoughtful observations about the conversation taking place in the "fishbowl." Good observations will do the following:
- Identify when you agree/disagree with observations and specifically state why (ASR: Apt Specific Reference).
- Observe what specific group members did that helped to
- "propel" conversation forward,
- respond to their group members,
- and provide thoughtful observations.
Fishbowl members: students who do well in the "fishbowl" will do the following:
- Come to discussion prepared, having read and researched materials beforehand.
- Work with peers to promote a civil, democratic discussion, set clear goals, and establish individual roles.
- Propel conversations forward by posing and asking questions that probe reasoning and ask for evidence.
- Respond thoughtful to diverse perspectives, synthesize (combine) comments, claims, and evidence, resolve contradictions, and investigate meaning.
Katherine leads that conversation but then focus switches to Ethan.
ReplyDeleteThey start by giving individual opinions of the article before jumping right in
ReplyDeleteThe initial ice breaker of this socratic circle came from Ethan, who suggested that the group discuss the rhetoric of the article.
ReplyDeleteKatherine decided to lead the discussion by asking what everyone's level one questions, which was good on her part
ReplyDeleteEthan explains that he thought there was not that much effective rhetoric and he explains why he thinks that way.
ReplyDeleteThey state their individual opinions and expand on them to begin.
ReplyDeleteSam connects Katherine's argument to her own to expand the discussion
ReplyDeleteSam's describing the structure of the article
ReplyDeleteKatherine provides more detail in her answers.
ReplyDeleteSpeakers are using many examples, not very clear about what they are discussing.
not using man examples*
DeleteLif promotes the democratic structure of the circle
ReplyDeleteLif noticed a gap in the conversation after Samantha stated her ideas so he asked a question to begin conversation again
ReplyDeleteEthan quotes directly from the article
ReplyDeleteEthan references an exact quote in the article to prove his point.
ReplyDeleteLif propels the conversation
ReplyDeleteEthan uses examples both in and out of the text in order to demonstrate his point.
ReplyDeleteEthan provides evidence on his opinion, which allows for more conversation, and maybe some civil argument
ReplyDeleteKatherine then replies, with a clarification on Ethan's comment to promote understanding for others
DeleteKatherine brings in a more abstract idea to what Ethan was saying.
ReplyDeleteEthan is pointing out flaws in the argument from the piece and how the article makes assumptions from limited information about how to fix a problem
ReplyDeleteKatherine, Ethan, Lif, and Sam answer each others opinions, keeping the flow of the conversation.
ReplyDeleteEthan seems to be leading the conversation to allow for more discussion and interaction.
ReplyDeleteEthan brings up his "slippery slope" theory to propel the conversation forward. He reads an excerpt from the article. The conversation leaves the subject of the article and opens up to a broader scope of the behaiviors of people around the world.
ReplyDeleteThe group members promote "off topic" conversation that still relates to is being discussed.
ReplyDeleteKatherine brings up a question she had will reading the article. Emilie brings up her thoughts about the question, specifically references a section in the article.
ReplyDeleteKatherine cites information about the article to bring up more conversation, about what others think about that information.
ReplyDeleteEthan continues to quote the article to lead into more conversation and questions.
ReplyDeleteEthan again brings up a flaw in the article to propel the conversation, by seeing if people agree or not.
ReplyDeleteSamantha brings up the fact that the direct quotes in the article may be considered ethos and explains why that might be.
ReplyDeleteEthan recognizes both sides of the argument, propelling the argument.
ReplyDeleteLif is making up an example to illustrate his point
ReplyDeleteLif explores the topic of rich vs. poor using an analogy involving group members.
ReplyDeleteSamantha brings up a civil argument by agreeing with what Lif said but also stating her opinion
ReplyDeleteSamantha disagrees with Lif's interpretation of the article, but is civil about it.
ReplyDeleteI agree with Sam when she said she wanted to know why some of the school rules exist, as some of the rules such as "no shoulders shown" in the dress code are strange.
ReplyDeleteSam raises a question based of Ethan's argument.
ReplyDeleteEthan often gives his opinion on other member's statements, propelling and taking the lead of the conversation.
ReplyDeleteEthan points out what section of the article he is referencing, allowing everyone else to follow along
ReplyDeleteEthan directly references a page so the others in the circle can read it a see how they feel about what he is citing
ReplyDeleteEthan quotes the article to illustrate his point and allow everyone to follow.
ReplyDeleteSamantha brings up an example in her life and ties it into the topic of the article.
ReplyDeleteSam uses her own experience to help explain her views on the topic.
ReplyDeleteSamantha uses personal experience to explain an argument
ReplyDeleteSam relates the article to her own life to strengthen her argument.
ReplyDeleteEthan poses questions in order to hear different opinions from the members and continue the conversation.
ReplyDeleteSam brings Taylor into the conversation
ReplyDeleteSamantha decides to bring Taylor in to the conversation by asking her what she thinks about the article.
ReplyDeleteSam poses a question towards Taylor in order to incorporate each member into the group.
ReplyDeleteSamantha encourages a group member to talk who hasn't talked much
ReplyDeleteTaylor tells the group what she thinks about the article and how she disagrees with it.
ReplyDeleteSam brings Taylor into the discussion to involve all group members.
ReplyDeleteEmily gives an example supporting what Taylor has said.
ReplyDeleteSamantha asks Ethan a clarifying question, which allows others to come in and answer the question.
ReplyDeleteEthan asks the group a question, again propelling the conversation. Sam answers this question, recognizing both sides of the argument.
ReplyDeleteSam points out the butterfly effect of education—it has effects on the economy and many other areas.
ReplyDeleteThe group is summarizing the article: Why do teens sext?
ReplyDeleteMari thinks of the article as how vs. why
ReplyDeleteThe group discusses how the article is presented and how it is more informative than rhetorical/persuasive.
ReplyDeleteAshlynne and Mari are explaining the basic idea of the article.
ReplyDeleteAsh believes in peer pressure: guy is awesome if he gets pics of girls
ReplyDeleteDiscussing the scenario described in the article, how authorities considered sexting a crime
ReplyDeleteDebating what the people in the article must have thought.
ReplyDeleteIt doesn't seem like anyone researched more
ReplyDeleteHannah brings up that it is more informational and targeted toward parents of high school students
ReplyDeleteArticle was meant to inform about both sides of the argument.
ReplyDeleteHannah is identifying the audience as well as the purpose
ReplyDeleteThe conversation does not transition smoothly. Instead of letting others complete their thoughts, they but in and interrupt. This causes people to overlap and the conversation splits and falls apart.
ReplyDeleteAshlynne gave examples of how sexting was dealt with in her old school.
ReplyDeleteAshlynne is giving a personal experience to ask a question
ReplyDeleteAsh points out personal experience. That's a good solution.
ReplyDeleteMari points out that it might not be the best solution.
Ashlynne brings up how teen girls don't think of it as a crime when they are sending it
ReplyDeletePunishment for sexting can lead to more embarassment. If the principal sees the pic for instance.
ReplyDeleteOne problem is that one or two students are participating too much, not allowing others to voice their opinion.
ReplyDeleteThere's no/less body shame in the guys
ReplyDeleteBen says that the pictures are technically child pornography, even if unintentional
ReplyDeleteBen talks about the real issue in the article- teens "self-producing" child pornography by sending nude photos.
ReplyDeleteAshlynne and Mari have a back-and-forth about the possible sexist undertones of the article
ReplyDeleteHannah is questioning the origin of sexting.
ReplyDeleteRudy brings up his idea that this originated from adults and teens learned about it, and how teens are exposed to things earlier because of technology
ReplyDeleteI really like Hannah's pint of where does this stem from? It's thought provoking.
ReplyDeleteLearning things earlier...That can rabbit hole really quickly.
Rudy references another article to make a point
ReplyDeleteRudy speculates the root of the sexting problem- pornography with adults and children learning about things at younger ages.
ReplyDeleteMari is wondering about the legality of certain instagram profiles.
ReplyDeleteMari brings up that the pictures were on a private Instagram page
ReplyDeleteThe article didn't say private vs public?
ReplyDeleteNvm. They had to send one in to get access.
Ash is using a connection from another story.
ReplyDeleteIt's a community thing at this school.
ReplyDeleteAlso holy cow. Amanda Todd.
Is the social stigma there as much when it's the majority of the school?
Rudy says that he thinks the article should have talked more about the boy's aspect of the situation, and how the boys pressure girls to take these pictures and spread them around
ReplyDeleteAsh gives an example of nude photos being used against someone to exploit them.
ReplyDeleteAs Rudy notes, the article topic is very one sided. It discusses how the girls send images and videos and boys bully, but it does not cover the other side.
ReplyDeleteHannah notices that girls get made fun of if they don't sext, but then they get bullied when they do.
ReplyDeleteHannah talks about the double standard, where girls who don't send nudes are ridiculed, but those who do are also ridiculed.
ReplyDeleteThe group agrees that the article is heavy on pathos because of how surprising and shocking it is.
ReplyDeleteI really like what Hannah and Ash are bringing to the table.
ReplyDeleteBringing up personal experiences with this is a really good thing to do.
"It was normal there"
Thomasina points out a personal experience but doesn't really make a point with it
ReplyDeleteAsh brings Thomasina into the conversation by asking what she would have done in this situation
ReplyDeleteRudy is using a personal connection about his school and how other kids kind've sexted
ReplyDeleteThey refer to their own experiences and compare it to the situation described within the article.
ReplyDelete"It was kind of like trading cards"
ReplyDeleteAsh compares boys asking girls for these pictures as almost a game for them, seeing who will send them one
ReplyDeleteAsh, Rudy, and Mari think that the whole sexting thing is treated like a game by the perpatrators
ReplyDeleteThis group is raising hands.
ReplyDeleteBen begins the discussion of the different level questions
ReplyDeleteBen seg ways and asks the group to talk about their questions.
ReplyDeleteAnnie changes the subject briefly to the topic of terminology
ReplyDeleteThe group talks about their level 2 and 3 questions.
ReplyDeleteBen makes sure to keep an eye on time and purposely switch to asking the questions.
ReplyDeleteAsh asks about how the standards of modesty have changed throughout generations
ReplyDeleteMari points out that a lot of teens are more focused on the physical aspects of a relationship than the emotional ones
ReplyDeleteHannah wonders if sexting will either devolve or if it will be stopped. Ash believes that it will not really go away. It is basically texting.
ReplyDeleteThat would honest be great. There might come a day where a picture can lose its humiliation factor all together. Most of the group didn't seem to like that idea though.
ReplyDeleteThe pressure factor is interesting. "You know I love you right?"
I love Hannah's question about the future.
Annie talks about how "strict parents make sneaky teens"
ReplyDeleteAnnie notes that one of the themes is that strict parents equal more rebellious teens.
ReplyDeleteAnnie brings up the topic of the parent's view, specifically strict parents and how they have sneakier teens.
ReplyDeleteHannah brings her own personal experiences into the conversation.
ReplyDelete