Socratic Seminars In a Science Class by Keshea Jones & Debbie Lee Ouachita Parish High School kjones@opsb.net lee@opsb.net

What is a Socratic Seminar? Socratic seminars continue the tradition of Socrates, the classical Greek philosopher who taught his followers by asking questions. (https://www.paideia.org/about-paideia/socratic-seminar/) The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. (www.readwritethink.org/professional-development/.../socratic-seminars-30600.html) Socratic seminar as a collaborative, intellectual dialogue facilitated with open-ended questions about a text. (https://www.paideia.org/about-paideia/socratic-seminar/)

Why Socratic Seminars? Students must: 1. Read and understand complex texts: Use language and vocabulary to comprehend what the text says Use topics, themes, and main ideas to comprehend what the text means 2. Express understanding of complex texts: Build opinions about the text using evidence (through discussion) Assert claims about the text using evidence (through writing) Discuss the shift in standards and ask participants to think about how Socratic Seminars address these shifts. Students have to interpret data charts, read graphs, diagrams’ the text is more complex than ever; they have to support their claim with documentation from text

Session Aims Develop rules of thumb for planning a Socratic Seminar. See what a Socratic Seminar should look, sound, and feel like. See how I can adapt this for my classroom and my students’ needs?

Let’s set our Expectations Socratic Seminar Expectations Be civil and respectful at all times. Only one person speaks at a time. Avoid interrupting others. Be concise and stay on task/topic. Always cite or refer to the text when making a comment. Comments are positive, neutral or objective. Try to build on what others say, not debate their views. Avoid distracting verbal tics (“um,” “like,” “you know”). Take notes along the way. Support all answers with information from the text. You would create your own expectations with your class. You may have some non-negotiables that you set. Model what this looks like for the group – emphasizing that expectations are extremely important in Socratic Seminars. Will have teachers read one expectation at a time.

Reflection: Expectations Why is it important to have structures in place before beginning the seminar? What are some ways you can clearly communicate your expectations and make sure everyone understands them?

Socratic Seminar Simulation – Fishbowl There are two circles of students with one circle being inside of the other. Only students in the INNER circle may speak. All students must be in the INNER circle at least one time and must contribute while there. The discussion should be limited to comments regarding the group process, not the project or the product. The teacher will not participate in the discussion but act as a facilitator asking questions to lead the discussion. Students in the outer circle will be actively listening and taking notes during the discussion so they can contribute when appropriate. Fishbowl: Group a low with a high student (mention homogenous grouping can be done when they begin to write--SREB) Discussion   1.   Students in the inner circle will participate in the fishbowl discussion.  Inner circle students should: • Share ideas in a respectful way. • Listen and encourage others to participate.  • Use respectful language when sharing ideas and asking questions. • Provide feedback to others in order to explore the topic more deeply. • Be open-minded. Be respectful of different viewpoints. 2.   Students in the outer circle will support students in the inner circle. Outer circle students should: • Listen carefully to the inner circle discussion. • Make notes about their own ideas as the discussion progresses. 3.   At intervals during the fishbowl discussion, the teacher will give each student in the inner circle time to talk with his/her partner.  The partner should: • share their ideas with the inner circle participant as quickly as possible • give the inner circle participant info or ideas to take back to the inner circle discussion 4.   The inner circle will then use the ideas from his/her partner in the discussion. Additional Notes: Set up this way because traditional science lab may be set up this way. Put lower level in inner circle first to gain confidence/momentum SET UP ROOM IN FISHBOWL STYLE SOCRATIC SEMINAR BEFORE PARTICIPANTS ENTER! Let’s swap seats.

Swap with your partner and let’s give this a try!

Who was Henrietta Lacks and what health problems did she have? Right There Question Who was Henrietta Lacks and what health problems did she have? Have students to turn to their partner and discuss.

Reflection: “Right There” Question Why would the facilitator have students talk with their small groups before whole group discuss? What is the nature of the first question asked? Why would you start with these types of questions? After the first round robin question was asked, have participants, with their partner to discuss the question. Exemplar response: allows students time to think and gather ideas with their partner before responding to the entire class. The first question can be a round robin one word answer or phrase which breaks the ice and gives participants a successful start. It is usually also a simple “identify” question with no wrong or right answer. ***ALL QUESTIONS ARE ASKED DURING SOCRATIC SEMINAR

Second Six Weeks (continued) Core Questions Did either Henrietta or her cells survive? Was it right to remove cell samples from Henrietta without telling her? If you knew that you could help advance medical research, would you be willing to donate some of your cells to researchers? Have students to turn to their partner and discuss. Second Six Weeks (continued) Benchmark # GLE # Benchmark GLE/Target Resource CC Activities Date Taught DNA TECHNOLOGY LS-H-B4 Exploring advances in biotechnology and identifying possible positive and negative effects GLE LS-12*   Describe the processes used in modern biotechnology related to genetic engineering Ch 9 p. 262-287 2-*10

Reflection: “Core” Questions How did these questions differ from the first round of questions? What does participation look like? What did facilitation look like? After the core questions were asked, have participants respond to the above questions as a reflection. Responses will vary to each of these questions based on the simulation. ***Core questions are asked during the Socratic Seminar. Although, typical Socratic Seminars have open – ended questions up for debate, this does not have to be the only type of question asked. Asking core questions allows students to learn from each other and discover answers through inquiry with one and other. ***ALL QUESTIONS ARE ASKED DURING SOCRATIC SEMINAR Exemplar response: A) Level two questions that are asking students to analyze the text. All text dependent questions. B) Everyone is able to participate in different way C) Facilitation is ideal non-existent because students lead the discussion on topic, however, if it is needed, the facilitator asks questions or makes comments to ensure students stay on track.

Beyond the text questions Should there be limits to scientific experimentation? Why or why not? Who has the right to decide what these limits should be? What are the potential consequences of having this knowledge of your cells, if a boss, a potential employer or future in-laws obtain it? Have students to turn to their partner and discuss. Second Six Weeks (continued) Benchmark # GLE # Benchmark GLE/Target Resource CC Activities Date Taught DNA TECHNOLOGY LS-H-B4 Exploring advances in biotechnology and identifying possible positive and negative effects GLE LS-13* Identify possible positive and negative effects of advances in biotechnology Ch 9.4, 9.5, 9.6 p. 275-287 2-*10  

Reflection: “Beyond the Text” Question How are these questions different from the other two rounds? Why wouldn’t the facilitator start with these questions? After the beyond the text questions are asked, have participants reflect on this. ***ALL QUESTIONS ARE ASKED DURING SOCRATIC SEMINAR Exemplar response: level three questions that ask students to compare the text to real life situations. These are complex questions that require students to first fully understand and analyze the text.

Conclusion So…. Who owns your cells? At what point, if any, do you not own your cells?

Reflection: Post Seminar How do Socratic seminars help students understand a text better? How do Socratic seminars help prepare students for writing assignments? Facilitate a discussion among small groups.

Wrap Up How could this Socratic seminar work in your classroom? What additional skills or supports will your students need to be successful? Facilitate a discussion among small groups.

Any final questions or suggestions? Thank you and have a great school year!