Dialogue-Based Learning at Crossroads Academy
At Crossroads, one of the beneficial skills that our Middle Schoolers bring with them to high school is the ability to analyze complex ideas through rigorous and thoughtful dialogue. The method that these students develop this skill is through numerous Socratic seminars. As is the case with our Core Knowledge sequence, what is learned and perfected in middle school is introduced to our youngest students in lower school. This fall, our second grade students have been building on their skills that will later guide them towards a successful and meaningful dialogue in middle school and beyond.
Since the beginning of the school year, the second graders have been working on a greeting game during their morning meeting. Balls are passed from one child to another until they reach the last child. They then need to go backwards in the same sequence. It requires great diligence to prevent balls from hitting the ground, being passed out of order, or colliding with other balls being passed. The students are getting better all the time and are now using four balls; there is no telling what a team can do when they are all focused on a common goal. One of the many quotes the class will discuss in February is, “What we hope to do with ease, we must first learn to do with diligence.” – Samual Johnson. Though the second graders aren’t aware yet, this game will prepare them for an upcoming component of their oral language curriculum, the use of Junior Great Books and shared inquiry discussions. When second graders form a big circle with their chairs to discuss a story, they will already be accustomed to using facial expressions and body language to yield to others, previously to allow the ball to make it to the correct person, and now to allow others to make uninterrupted comments. This is especially important because in this format, the teacher is not in charge but rather an equal member of the group which promotes more conversation between students. Second graders are taking a first step in learning how to facilitate the exchange of ideas in this way.
When these second graders are in seventh and eighth grade, they will end every unit with a seminar. Students will compose questions and take responsibility for the flow of conversation through a Harkness table approach. Because the students have come to the table with thoughtful questions, they are prepared to keep the conversation flowing. Eighth graders describe the experience as beneficial because it enables them to look at topics from vantage points they might not have otherwise. They are invested in the topic, and open to new ideas that are offered around the table. As the seminar unfolds, the students are practicing the Core Virtues: it takes courage for them to share their ideas; it takes patience to comprehend the experience of others. Authentic dialogue empowers groups as they find meaning together.
The Socratic seminar approach is only one example of how our youngest learners are preparing for their middle school years while in lower school. These building blocks are evident throughout all grade levels, topics, and classes. It is one of the great benefits of Crossroads Academy’s Core Knowledge curriculum and our outstanding faculty experts.
