Director, Center for the Advancement of Faculty Excellence Socratic Method and Leading Effective Discussions: Avoiding the Ophelia Syndrome CAFE Workshop March 1, 2016 Brian Smentkowski, Ph.D. Director, Center for the Advancement of Faculty Excellence

Pros and Cons of Discussion: The Pros Students learn by doing. They develop their own answers They also develop their own questions The more active they are in the learning process, the more likely they are to: Retain information Apply information to different circumstances Develop problem solving skills Analyze their own attitudes High degree of student engagement (but how in large classes?) Students are not treated as passive recipients of information. Students can learn from one another. Participation bridges the gap between what we say and what students hear/infer.

Pros and Cons of Discussion: Potential Problems and Solutions Problem: “There is an unspoken agreement between teachers and students that neither will make very heavy demands on the other. Thus teachers don’t work very hard at teaching and students don’t work very hard at learning. It is reasonable to assume that neither shows much growth or improvement.” Solution: The Pygmalion Effect When teachers set high but attainable goals, students usually attain them. Additional effort by students and teachers can improve the learning environment. Empower the students to rise to the occasion and hold them accountable! Problem: Students often are viewed as closed-circuit recipients of information we deem appropriate. Solution: Dismount our high horse. Give students greater agency. But how, and when? Are we really lecturing but calling it discussion?

From Pygmalion to Ophelia & Meno There are better and worse ways to run a good discussion. Consider The Ophelia Syndrome and The Meno Example.

The Ophelia Syndrome & The Meno Example Act 1, Scene 3, Hamlet. Ophelia: “I do not know, my lord, what I should think.” Polonius: “I’ll teach you. Think yourself a baby…” Problem: Teacher gives answers, not questions; does not allow or encourage independent thinking. Meno is a slave and Socrates is, well, Socrates. Context: Even the uneducated Meno can, with proper guidance (good questioning), solve difficult problems. Teachers don’t give answers; students have them but need to discover them. Teachers = facilitators

Making Socrates HIP What? How? Think “strategy” Rationale Engage students in their learning Employ a variety of active and collaborative learning techniques. Hmm. Set and maintain high expectations Clarify what students need to do in order to succeed Align course objectives and students’ abilities Build on student skill, knowledge, experience, talents Provide meaningful feedback Weave in diversity Make time for students Enhance and expect student accountability

Top 10 Tips Develop good questions Be inclusive Be patient Facilitate conversation Provide control and direction Listen Exercise respect, but feel free to challenge points of view Allow students to answer their own questions and those of others Synthesize information Provide a strong conclusion –don’t allow students to think they were “just talking” in class today.