Socratic Seminars

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Socratic Seminars

• Shared inquiry of the meanings and
  interpretations of a text

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Advantages of Seminars

• In Socratic Seminar, the focus is on helping
  students think and question, not giving them
  answers. They are empowered to think for
  themselves rather than focus on being right.
• Students are much more engaged because they have
  to do all the thinking and discussing.
• Students examine their own reasoning
  processeshow they developed their opinions and
  what evidence they have to support them.
• In addition to learning content, they practice
  respect, active listening, and gain confidence.

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Student Centered

• In traditional classroom settings, the teacher is
  elevated above the students and speaks 97 of the
  time. The students sit in rows.
• In Socratic Seminar, the students do all of the
  talking. The teacher should speak less than 3
  of the time. Students sit in a circle and see
  their peers.

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Dialogue vs. Debate

• Dialogue is collaborative multiple sides work
  toward shared understanding. Debate is
  oppositional two opposing sides try to prove
  each other wrong.
• In dialogue, one listens to understand, to make
  meaning, and to find common ground. In debate,
  one listens to find flaws, to spot differences,
  and to counter arguments.
• Dialogue enlarges and possibly changes a
  participant's point of view. Debate defends
  assumptions as truth.
• Dialogue creates an open-minded attitude an
  openness to being wrong and an openness to
  change. Debate creates a close-minded attitude,
  a determination to be right.
• In dialogue, one submits one's best thinking,
  expecting that other people's reflections will
  help improve it rather than threaten it. In
  debate, one submits one's best thinking and
  defends it against challenge to show that it is
  right.
• Dialogue calls for temporarily suspending one's
  beliefs. Debate calls for investing
  wholeheartedly in one's beliefs.
• In dialogue, one searches for strengths in all
  positions. In debate, one searches for
  weaknesses in the other position.
• Dialogue respects all the other participants and
  seeks not to alienate or offend. Debate rebuts
  contrary positions and may belittle or deprecate
  other participants.
• Dialogue assumes that many people have pieces of
  answers and that cooperation can lead to a
  greater understanding. Debate assumes a single
  right answer that somebody already has.
• Dialogue remains open-ended. Debate demands a
  conclusion.

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What does dialogue look like?

• We suspend judgment.
• We are not defensive.
• We can explain our thinking and evaluate the
  possible limits of our thoughts.
• We communicate our assumptions.
• We explore other viewpoints more deeply.
• We are open to being wrong.
• We see others as equals and allies in obtaining
  knowledge, not as adversaries.

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Roles

• Teachers Role
• Bite your tongue! The teacher is an observer
  only. The teacher may start off the discussion
  with a leading question or two, but otherwise
  should remain quiet. The teacher should not make
  any verbal or nonverbal reaction to the students
  comments.
• Student Facilitator
• Co-learner, not an expert. Leads discussion and
  participates. Helps keep students focused.
  Stimulates the conversation by asking guiding and
  follow-up questions. Encourages students to
  clarify positions, cite evidence, involve
  non-participating students, and follow seminar
  norms.
• Can be teacher when students are first learning
  the process.

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• Students Role
• Speak your mind! Come prepared to seminar with a
  literal understanding of the text. They must
  voice their ideas/positions. The students listen
  actively. They must focus on critical
  examination of ideas, issues, and values in
  texts. They weigh evidence. They think out
  loud. They explore differing views. They
  analyze important issues. They reflect on their
  own learning. They construct meaning for
  themselves.

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Procedure

• Preparation (day before)
• Read text aloud or individually for literal
  meaning/comprehension.
• Close reading of the text highlighting,
  underlining, etc.
• Prepare questions about text.
• Socratic Seminar (30-40 minutes)
• Move tables and chairs into a circle.
• Review seminar guidelines.
• Ask an opening question to start conversation.
  Choose a question that youre honestly curious
  about and that has multiple answers.
• Reflection/Debrief (10-15 minutes)
• Reflection sheets.
• What did you observe about yourself, the other
  participants, the leader, and the process?
• What did you learn through this process?
• Students verbally express their thoughts about
  process.

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Demonstration
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Prepared Questions

• Make sure theyre not simple yes or no answers.
• Include different types of under-the-surface
  questions.
• Have students record questions on index cards
  that can be used as a reference during the
  seminar.
• Each student should have at least 3-5 questions.
• Cards can also be turned in to facilitator to
  help with guiding questions.

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Clarifying Questions

• What do you mean by . . .?
• What is your main point?
• How does _____ relate to _____?
• Could you put that another way?
• How does this relate to our discussion/problem/iss
  ue?
• What do you think _____ meant by ______?
• Can you summarize what _____ said?
• Could you give an example?
• Could you explain that further?
• Why did you say that?

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Questions that probe assumptions

• What are you assuming?
• What is ______ assuming?
• You seem to be assuming _____. What is your
  evidence?
• All of your evidence seems dependent on ________.
  Why did you base your reasoning on _____ rather
  than _____?

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Questions that Probe Reason and Evidence

• What is an example?
• Why do you think thats right?
• What led you to that belief?
• How does that example apply?
• What would convince you otherwise?
• How could we find out if thats true?
• Are those reasons adequate?
• Could you explain your reasons?

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Questioning Viewpoints or Perspective

• What would someone else say?
• How are ______s and _____s ideas alike? How
  are they different?

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Reflecting

• Allow 10 minutes to reflect silently. Students
  complete reflection sheet.

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Guidelinesaka The Rules

• Have a copy of the text with you and refer to it
  for evidence
• Its o.k. to pass when asked to contribute.
• Help each other out.
• Take a risk. Be willing to think out loud and
  explore a new idea.
• Dont bluff your way through the seminar. If
  youre not prepared for the seminar, you cannot
  participate.
• Ask for clarification if youre confused.
• Dont get sidetracked on tangents.
• Take notes on points you want to come back to.
• Dont raise your hand take turns speaking.
• Listen actively.
• Speak loudly enough so that everyone can hear
  you.
• Dont make it personal discuss ideas, not just
  someone elses opinion.
• Speak to each other, not the teacher or
  facilitator.
• Speak respectfully, use each others names when
  referring to someone else.

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Problems and Solutions

• If a student is unprepared (hasnt read the
  material), they cannot participate. They may sit
  outside the circle taking notes.
• Dont be afraid of silence. Dont rescue the
  students. Someone will say something.
• Avoid eye contact if students are directing their
  comments to you.
• Give students the evil eye if they are not
  abiding by the norms.
• Provide dialogue stems to encourage accountable
  talk.
• Some students may dominate the conversation
  others may choose silence.
• A facilitator can help moderate the flow and ask
  other guiding questions.
• A talking prop can help if students tend to
  interrupt each other.
• Dont be a quitter. Practice makes perfect.

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Possible Source Material

• Socratic Seminar texts are chosen for their
  richness in ideas, issues, and values and their
  ability to stimulate extended, thoughtful
  dialogue.
• A seminar text can be drawn from readings in
  literature, history, science,  math, health, and
  philosophy. You can use paintings, photographs,
  or political cartoons. You may use music.
• A good text raises important questions in the
  participants' minds, questions for which there
  are no right or wrong answers. At the end of a
  successful Socratic Seminar participants often
  leave with more questions than they brought with
  them.

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Other Models

• Inner/outer circle with hot seat
• Student notetakers
• Student facilitators

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When can you use a Socratic Seminar?

• Into/through/beyond texts and/or concepts.
• Into/through/beyond for a unit of study.
• Prepare for a writing assignment.
• Conflict resolution.

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How do you know if youve had a good seminar?

• The students complain when you say that time is
  up.
• The students tell others about what they did in
  class.
• The students ask when they can have another
  seminar.