While reflecting on the Research Lesson Data, the focus is on evaluating the effectiveness of the lesson and addressing any issues related to student engagement and participation within the learning community. Several researches noted that students demonstrated engagement, but there were areas for improvement.

Observations indicate thorough note-taking by students, addressing essential questions, and other aspects participation during the seminar. It was noted that Focus Student #1 (D.T.), while not particularly supported by their partner (received vague, disinterested feedback), performed well as a coach and approached the task seriously (tracked progress attentively, and gave specific feedback). Additionally, Focus Student #2 (M.S.) was observed to be fully engaged in the conversation, even if their contributions were not always major or easily observable.

M.S. was seen working on a preparation sheet during coaching time, and did not track her partner quite as closely as D.T. Her comments during the debrief were described as vague. M.S.'s performance during the seminar was assessed as above average. She made numerous comments that were rooted in the conversation, and she avoided sentence frames more than other students. M.S. expressed concern about the frequency of her speaking and her use of quotes. Interestingly, she chose to sit apart from the rest of the group, contrary to her original goal of bringing people together.

It was quickly recognized that many students were focused on finding the correct answers rather than moving the conversation along. However, there was observed growth towards self-policing, and some instances of critically addressing imbalances in the community were noted. It was also noticed that seminars ended rather quickly after students seemed to be establishing momentum, possibly indicating that longer time limits would be beneficial.

The need for a more clearly defined rubric to evaluate the quality of the Socratic seminar was discussed in debrief. Additionally, strategies such as emphasizing the end goal and incorporating more challenging questions were suggested. In the future, it may also be beneficial to encourage students to make new goals during the half-time coaching session, so that students who have "hit their quota" do not feel tempted to disengage. In the future, Socratic Seminars will be two-day activities, with group A getting an entire class period to speak and group B getting an entire day of their own; as opposed to sharing a single class period.

Further recommendations included assigning a student the role of a "secret shopper" to monitor the process, debriefing with students based on observations, implementing a streak tracker. While normally an instructor makes efforts to avoid interfering with socratic seminars, I think that in the immediate future the students would benefit from more direct scaffolds, such as having someone who is highlighting positive moments in the seminar, and pushing them to follow lines of reasoning beyond the surface level. Above all, I think the students will benefit from doing Socratic Seminars more often, and with a wider variety of topics (including the non-academic) to build confidence. The aim is to encourage and reinforce the desired behaviors during the discussion.