Socratic Seminar

This artifact represents a meaningful attempt to center student voice. Students were speaking, responding, and reflecting on their own participation.

 

However, I also recognize that the structure, rubrics, tracking sheets, and required responses, may have limited spontaneity and authentic inquiry. In line with Freire’s emphasis on dialogue (Pedagogy of the Oppressed, Ch.3), I am working to balance structure with flexibility so that discussion feels less like performance and more like genuine exchange.

 

I did invite students to come up with their own critical thinking questions to add to discussions, which led to more natural conversations.