Creating Totem Poles

Photo Credit: Google

Teaching about totem poles is an easy and important way to connect students to a different culture. Students would probably love to simply look at different totem poles and learn about them. They could learn about what the totem poles stand for how they can differ from tribe to tribe, and so much more! These totem poles tell stories that are important to those who make them. They can tell about any event in a persons’ life.

We had the opportunity to create totem poles in class with groups. It was amazing to see all of the different stories that were being told by each group through their totem poles. Some were very colorful, they were made of different materials, and of course they all had different layers that tell their stories.

My group created our totem pole out of salt dough, this was my idea because I just love salt dough so much! The story that we decided to share was a story of our friendship. Each different level was a representation of each of us (Jamie, Alicia, Michelle, and I). Jamie was at the top and she made a fox to represent herself because that is her favorite animal. Alicia made Mickey Mouse for her level because of her intense love of all things Disney. Next is Michelle, she created a unicorn. Anyone who knows Michelle would not be surprised about this; she loves unicorns. Her level is a little different because she added sparkles to her salt dough. I think that really gives the unicorn more life and it just represents Michelle even more. Finally my level is at the bottom of the totem pole. I made a mustache. Again, anyone who knows me would not be surprised about this. I have a slight, ok maybe more than slight, obsession with mustaches. So, looking at that piece of our totem pole will truly make our class think of me I’m sure.

If we can put this much creativity and heart into this project as college students, I can only imagine the beautiful pieces of art and the amazing stories that younger students would come up with. A project like this is a great way to get the class to be hands on, get to know each other, and to get to know other cultures. In short, it is just fun and amazing! 

Socratic Seminars

I was recently introduced to a teaching strategy called Socratic seminars. In these seminars there is a big question that is to be answered after a main material/resource has been given. These material/resources can vary greatly. They can include things such as a picture, a reading, a video, music, and so on and so forth. These seminars are designed to truly get students thinking critically. They will also learn appropriate ways for them to express their thoughts as well as to listen and accept other students’ answers even if they don’t agree with what is said. The Socratic seminars also teach students the patterns of communication, such as when it is their turn to talk. There is no hand raising in these seminars so the students have to learn to analyze social cues to figure out when it is an appropriate time to share their thoughts.

Photo Credit: Google

I was able to take part in a Socratic seminar myself and I actually really enjoyed it. The leader of the seminar previously gave our group a reading that is what was discussed in the seminar. He asked the first initial question, but after that he let our group keep the conversation going on our own. We all discussed our thoughts and feelings that we had after reading the poem. We were able to connect this poem to our everyday lives as well as our lives as future teachers, and we made those connections without any specific guiding or direction from the leader of the seminar. If the conversation lulled he would ask another question that would get us talking again. The last part of a Socratic seminar is a very important part; reflections! After the discussion is over the students will be asked to reflect on either how they think the seminar went, any questions that they may have, or a specific question that the teacher wanted them to really grasp during the conversation.

This all sounded very nice to me, but I wondered how well this method could help those students who did not feel comfortable talking in front of the class. I didn’t understand how it would be beneficial if they didn’t participate. How would the teacher know they were seriously paying attention?  However, that question was answered for me. The leader of the seminar explained that in his class he has a few students who don’t like to speak in front of the other students, so he has them play the part of the ‘note-takers’ during the seminar. They will sit outside of the circle of students who will be talking and they write down what is happening; what is being said as well as what is being done. This gets these students involved and paying attention. He even said that these students are sometimes the ones that get the most out of the seminars. So, he found a way to really get everyone involved and having effective communication.

This is definitely something that I would love to try in a classroom!

For more ideas about Socratic Seminars click here.