Structured Conversations Breakout *Socratic Seminar *Philosophical Chairs Critical Reading 1 RIMS AVID 2010-2011

Introduction Mark McGuffee Colton Middle School AVID 7, W. History 7 Proud daddy of 3mo. old Sophia Bella mrmcguffee@yahoo.com 909.580.3647

Breakout Session Goals Familiarize participants with 2 forms of Structured Discussions through explanation, experience, and reflection. Make applications to our real work.

Where Does This Fit? Rigor -- Resembles college setting and develops skills highly valued @ the college level. Writing -- Before, During, After! Inquiry -- Questions drive the whole thing. Collaboration -- Learn to speak and listen for understanding. Reading -- Critical Reading materials.

Philosophical Chairs A type of structured discussion that provides a sort-of informal debate format. Visual element related to the changing of ideas. You can see how your argument affects your classmates. Very flexible. (Time allocation, use)

Before and After Reflection Quickwrite Are people good because they want to be, or are they good because they are afraid of being bad? In other words, are good people good because they choose to be, or are they good because they don’t want to get caught doing bad things? Let’s do a quick vote on this monumental question. 6

Are people naturally competitive or cooperative? Discussion Topic Are people naturally competitive or cooperative? Jot down your thoughts. 7

Occasions For Philosophical Chairs Discussions Anticipatory Set/Introduce a unit or lesson Introduce themes/essential questions Check for prior belief/knowledge “Talk-back” to texts or content Fresh air in a class period (writing, moving, and talking…the holy trinity of 7th grade) ?

“The unexamined life is not worth living.” -- Socrates AVID Socratic Seminar Background on Socrates and His Teaching Method Considered the ugliest man in Athens. Heroic soldier. Walked around Athens, engaging people in conversation. Loved to talk. Never wrote a word of his teachings down. Claimed ignorance, then used questioning to tease out his opponent’s ignorance. “The unexamined life is not worth living.” -- Socrates

4 Basic Socratic Principles 1. The unexamined life is not worth living. 2. True wisdom begins when you know that you don’t know. 3. Excellence/virtue (ἀρετή, arete) is teachable. 4. No one does evil willingly….because to do harm to another harms ourselves (soul, being, chances for living the good life). Claimed ignorance, then used questioning to tease out his opponent’s ignorance.

An Opportunity For Philosophical Chairs Reconsider these 4 Socratic Precepts. Which are the most controversial? 1. The unexamined life is not worth living. 2. True wisdom begins when you know that you don’t know. 3. Excellence/virtue (ἀρετή, arete) is teachable. 4. No one does evil willingly….because to do harm to another harms ourselves (soul, being, chances for living the good life).

Nuts and Bolts The purpose is to enlarge students’ understanding of a text, ideas, and values. Teach the skill of listening to understand (to others and the text) Set up the “classroom” in a circle. Read the text aloud. Students formulate questions. Each participant shares a question, then facilitator chooses where to begin the discussion. Finish with a piece of writing that causes students to reflect on/respond to their enlarged view concerning the content of the text and discussion. Powerful when connected to a clearly articulated reading purpose and when preceded by deep reading of text using AVID Critical Reading methods (Marking, Pausing to Connect, Writing in the Margins, Summarizing, Charting).

Socratic Seminar Basics Take out _____________________________. Read carefully and mark the text in a manner appropriate with the reading purpose. Write 1-2 questions for discussion. 1) Speak clearly to the whole group. 2) Allow a speaker to finish his or her thought….paraphrase before making comments. 3) Give others your respect.

Finish the Sentence… What is the “essence” of Americans? Essentially, Americans are _____________ Share at your table.

In the Spirit of Critical Reading… Read “Democracy in America” Use the “Marking the Text” Strategy 1. # the paragraphs 2. Circle key terms 3. Underline de Tocqueville’s claims Write 2-3 questions for discussion at the end of your text.

Debrief the Seminar On a post-it note: What is something someone said that intrigued you or caused you to think differently. Include their name. Share with the group. Give to the person.

Debrief

Resources For Texts Touchstones (www.touchstones.org) AVID Weekly ( Humanities Readers from College (I knew that would come in handy!) Primary Sources Textbooks