Fostering Student Centered Dialogue Socratic Seminars Fostering Student Centered Dialogue 1

Socrates was an Ancient Greek philosopher who believed that questioning was the key to understanding. In other words…he thought that we learn and understand better when we ask questions instead of just being told! Who Was Socrates? 2

What is a Socratic Seminar? Collective inquiry An exchange of ideas GOAL – An enlarged, shared understanding of ideas, issues, or values through DIALOGUE What is a Socratic Seminar? 3

Not an Argument, Not a Debate! Socratic Seminars are a Dialogue, not a Debate. There will not be a “right” answer. Your job will be to listen to your classmates, present your ideas, and SUPPORT them with the text and historical facts. There will not be a “winning” side. Not an Argument, Not a Debate! 4

Four Elements of Socratic Seminars The Text The Question The Leader The Participants Four Elements of Socratic Seminars 5

Dialogue vs. Debate Dialogue Debate collaborative: multiple sides work toward shared understanding. Listen to understand, to make meaning, to find common ground. Enlarges and possibly changes a participant's point of view. Reveals assumptions for examination and reevaluation. Calls for temporarily suspending one's beliefs Search for strengths in all positions. Respect all the other participants and do not alienate or offend. Oppositional: two opposing sides try to prove each other wrong. Listens to find flaws, to spot differences, to counter arguments. Affirms a participant's point of view. Defend assumptions as truth. Create a close-minded attitude, a determination to be right. Submit one's best thinking and defend it against challenge to show that it is right. Dialogue vs. Debate 6

1st Seminar Source the document, then read the text. Mark up the text. Create questions for the discussion. Inside circle discuss the topic, keep your overarching question in mind. Outside circle record observations. Confirm with your partners, trade places. Complete your reflection. 1st Seminar Don't forget to use the first intro week for Socratic Seminar in the CMAP. Suggestion is to use the OPVL strategy to source the document. 7

How did the changing relationship between the American colonists and Britain lead to the colonists feeling justified in waging war and declaring independence from Britain? Seminar Question: Teacher can begin with a quick review of the overarching question, clarify any questions. Read the document aloud and have the students go back to the text to mark it up. 8

Let's get started.... Source the document OPVL Analysis O (Origin) – This section states the who, where, and when. If one of these pieces of information is missing you must state that you recognized it. P (Purpose) – This sections states the goal of the document (Explain, inform, persuade, etc.). V (Values) – Primary source, limited bias (state how you recognize this), credibility of the author is good (usually someone with a higher level education), and scope is wide (gives you a broadened view on the overall topic). L (Limitations) – Secondary source, contains substantial bias (state how you recognize this), credibility of the author is low (such as a child’s diary), and the scope is narrow (gives you just one view on a broader topic). 9

Mark up the text. Read the article carefully Do a partial OPVL analysis Origin – Identify the who, where, and when. Is this a primary or secondary source? Purpose – What the goal of the document, why was it created? (explain, inform, persuade, etc.) Circle key words or phrases (main ideas) Put an (*) to emphasize major points Write in the margin questions that come to mind After analysis: Write 5 discussion questions/prompts related to the individual documents or the documents as a whole. Mark up the text. 10

Inside- Outside Circles Important Guidelines to Remember: Speak clearly Listen closely Speak without raising hands Refer to the text Talk to each other, not just to the leader Ask for clarification Invite and allow others to speak Consider all viewpoints and ideas USE your own questions to encourage discussion You are responsible for the quality of the seminar Inside- Outside Circles 11

Use the reflection form to record your thoughts Use the reflection form to record your thoughts. Think specifically about how your ideas have changed as a result of the seminar and the impact on your depth of understanding concerning the event. Reflect 12