Socratic Seminars – PDF

The Vision

•        Socrates believed that enabling students to think for themselves was more important than filling their heads with    “right answers.”

• Participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.

What are Socratic Seminars?

•    Usually range from 30-50 minutes

– An effective Socratic Seminar creates dialogue as opposed to debate.

Discussion & Dialogue

Discussion

•        Discussion in the dictionary is “a close examination of a subject with interchange of opinions, sometimes using argument, in an effort to reach an agreement.

 Dialogue

•        Dialogue is“an interchange of ideas especially when open and frank and seeking mutual understanding.” 

–      It is a collective inquiry in which we suspend opinions, share openly, and think creatively about difficult issues.

•        Effective groups need to use both dialogue and discussion

•         Debate	•         Dialogue
•         Is oppositional •         One listens to counter arguments. •         Creates a close-minded attitude •         Assumes a single right answer •         Demands a conclusion	•         Is collaborative •         One listens to find common ground •         Creates an open-minded attitude •         Assumes that cooperation leads to greater understanding •         Remains open-ended

Starting Dialogue

•        Students must risk making mistakes in order to learn how to learn to think critically, and work collaboratively.

 

•        Teachers supportthis risk-taking when they take their own risks in learning how to improve      themselves as teachers.

•  Four Elements

•        An effective seminar consists of four interdependent elements:

•                1.     the text being considered

2.     the questions raised

3.     the seminar leader

4.     the participants

 The Text

•        Socratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue. 

 The Question

•       An effective opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved.

•        Opening question has no right answer

•        Responses generate new questions

•        Line of inquiry evolves on the spot rather than being predetermined by the leader.

The Leader

•        Plays a dual role as leader and participant

•        Helps participants clarify their positions

•        Involves reluctant participants while restraining vocal

students

•        Must be patient enough to allow understanding to evolve

•        Help participants explore new interpretations

The Participants

•        Most effective when participants:

•        study the text closely   in advance

•        listen actively

•        share their ideas and questions in response  to others

•        Refer to text to support  their ideas

Conducting a “Fishbowl”

•        A strategy to use when you have a LARGE class (over 25 students)

•        Divide the class into  “Inner” and “Outer”  circles

•        Inner circle = active participants

•        Outer circle = students observe 2-3  active participants for:

–      New ideas              – Positive comments

–      Question asked     – Negative Behavior

–      Referred to text    – Side conversations

Seminar Procedures

•        Choose & read the text carefully

•        Craft the opening question

•        Review seminar procedures

•        Conduct the seminar

•        Debrief the seminar

Benefits include:

•        Time to engage in in-depth discussions, problem solving, and clarification of ideas

•        Building a strong, collaborative work culture

•        Enhanced knowledge and research base

•        Increased success for all students

•        Teaching respect for diverse ideas,  people, and practices

•       Creating a positive learning  environment for all students

DOWNLOAD FILE PDF

DOWNLOAD PDF

SOURCE