“Let us examine this question together my friend, and if you can contradict anything that I say, do so, and I shall be persuaded.” Crito, Plato Socratic Seminar

2 Inquiry used as a Basis for Instruction The standard requires that students attain knowledge of essential facts, concepts, people, and events as well as a firm grasp of reasoning, inquiry, and research skills. Students must learn how to frame and test hypotheses, distinguish logical from illogical reasoning, develop informed opinions based on different points of view, and employ reflective thinking and evaluation. In this way students will be prepared to fulfill their responsibilities as citizens of our democratic republic.” The inquiry method is ideal for developing an academic culture (visible curriculum v. hidden curriculum). The academic culture is a representation of a school’s curriculum. But we need to teach it… 1.Participants begin the learning groups with questions. 2.Participants engage in all levels of critical thinking (Bloom, Costa). 3.Participants pursue understanding with mutual respect and civility, mindful of each other’s dignity. 4.Participants are willing to be persuaded by arguments or evidence more powerful than their own and to change their minds in light of fresh insights.

3 How do Socratic Seminars teach to state standards and critical thinking skills? A Socratic Seminar is a highly stimulating way for students to: READ with Comprehension Understand and use different skills and strategies to read. Understand the meaning of what is read. Read different materials for a variety of purposes. COMMUNICATE Effectively and Responsibly Use listening and observation skills to gain understanding. Communicate ideas clearly and effectively. Use communication strategies to work effectively with others. Use Communication for problem solving, and reasoning

4 Benefits of Socratic Seminar Time to engage in in-depth discussions, problem solving and clarification of ideas Building of a strong, collaborative work culture Enhances 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

5 Elements of Socratic Seminars 1.The text being considered: A seminar text can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music. 2.The questions raised: The opening question has no right answer; instead it reflects a genuine curiosity on the part of the leader. An effective opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. Responses to the opening question generate new questions from the leader and participants, leading to new responses. In this way, the line of inquiry evolves on the spot rather than being predetermined by the leader. 3.The seminar leader: Plays a dual role as leader and participant. The seminar leader consciously demonstrates habits of mind that lead to a thoughtful exploration of the ideas in the text. As a seminar participant, the leader actively engages in the group's exploration of the text. 4.The participants: They share with the leader the responsibility for the quality of the seminar. Effective seminars occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas.

6 Dialogue v. Debate Dialogue is collaborative: two or more sides work together toward common understanding. –Debate is oppositional: two sides oppose each other and attempt to prove each other wrong. In dialogue, one listens to the other side(s) in order to understand, find meaning and find agreement. –In debate, one listens to the other side in order to find flaws and to counter its arguments. Dialogue enlarges and possibly changes a participants point of view. –Debate affirms a participant's own point of view. Dialogue causes introspection on ones own position. –Debate causes critique of the other position. 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 ones best thinking, knowing that other people's reflections will help improve it rather than destroy it. –In debate, one submits one's best thinking and defends it against challenge to show that it is right.

7 Guidelines for Questioning Develop opening, core and closing questions before the seminar so that you are prepared to keep the discussion going if necessary Be sure your questions are void of judgment and derived from the text Ask questions that raise question Avoid using YES/NO questions Ask hypothetical and complex questions Ask questions in which there are no right or wrong answers Continue to ask “Why?” or to probe the responses of the participants with further questioning Allow yourself to both guide the discussion with your questioning but to go with it as well

8 The Teacher as Facilitator and Participant As a seminar leader, the teacher's role is to guide students to (1) a deeper and clarified consideration of the ideas of the text, (2) a respect for varying points of view, and (3) adherence to and respect for the seminar process. The leader questions, helps paraphrase and restate ideas based on students' responses, and helps students solve problems when they are at loggerheads. The leader also models behaviors that are expected from students - listening, thinking, and interaction: "What I heard you say was -." "Can you compare Tamika's response to what you heard Jose say?" "Where is the evidence in the text for what you said?" "I want to hear what Monica thinks." There is no need to preach protocol - when students see it, they will follow suit. Teachers may also participate in Socratic seminars themselves