S PARTANBURG S CHOOL D ISTRICT S EVEN Spartanburg, SC May 2011 Presented by Richard D. Courtright, Ph.D. Gifted Education Research Specialist Duke University.

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Presentation transcript:

S PARTANBURG S CHOOL D ISTRICT S EVEN Spartanburg, SC May 2011 Presented by Richard D. Courtright, Ph.D. Gifted Education Research Specialist Duke University Talent Identification Program

THREE COLUMN DIAGRAM DIDACTICCOACHINGMAIEUTIC or SOCRATIC Acquisition of Knowledge By means of Lecture and Textbooks in Language, Literature, Math Science and Social Studies Develop Skills By means of Exercises Questioning about skills in problem solving critical thinking, communication Enlarge Understanding By means of Socratic Questioning about ideas in the discussion of books, arts…

Definition “Questioning students about something they have read so as to help them improve their understanding of basic ideas and values… [Seminars] are conversations, conducted in an orderly manner by the teacher who acts as leader or moderator of the discussion.” (Adler, 1984)

Rules for Conducting a Seminar  Seat the students in a circle.  The seminar leader may only ask questions.  All students must have read the selection.  Answers given to the question(s) are related to the text under study; no outside source is cited

Guidelines... the Socratic Seminar Leader...  Asks an opening question.

Guidelines... the Socratic Seminar Leader...  Asks for clarification in a given response.

Guidelines... the Socratic Seminar Leader...  Redirects the question until a clear answer is given.

Guidelines... the Socratic Seminar Leader...  Looks for connections of the responses to larger issues.

Guidelines... the Socratic Seminar Leader...  Involves everyone. (Keeping a seating chart may help with this).

Guidelines … the Socratic Seminar Leader...  Uses wait time.

Guidelines... the Socratic Seminar Leader...  Is an active listener.

Guidelines... the Socratic Seminar Leader...  Objectively receives the participant’s answer.

Guidelines... the Socratic Seminar Leader...  Does not insist on common agreement;...

Guidelines... the Socratic Seminar Leader...  seeks diverging opinions on the answers. …

Guidelines... the Socratic Seminar Leader...  Determines the resolution of the question.

Developing Good Questions for Socratic Seminars  Three types of questions:  Fact  Interpretation  Evaluation

Developing Good Questions for Socratic Seminars  There should be an element of doubt regarding the answer to the question.

Developing Good Questions for Socratic Seminars  The question should be answerable based on what the author has said in the text.

Developing Good Questions for Socratic Seminars  The question should deal with the important, crucial elements of the work.

Developing Good Questions for Socratic Seminars  The question should relate to the work at hand.

Developing Good Questions for Socratic Seminars  Clarity and simplicity of the question is important (KISS).

Developing Good Questions for Socratic Seminars  The question should be interesting to the leader of the discussion.

Content Analysis Read the selection. Read the selection again, and… Evaluate the students’ readiness for the content.

Content Analysis Consider school or community factors… Underline crucial words. Identify pivotal sentences.

Content Analysis Make a list of the important –points, –questions, –problems / issues –concepts / themes

Content Analysis Devise a series of questions to be asked. Order the questions. Devise a diagram or chart to frame the issue.

Content Analysis Examine the time available and prioritize the questions. Prepare 5; plan to use 3, begin with best (#1).

Structure: "Ideal" Characteristics of a Socratic Seminar Who:Any and all students of any age. What:Any work of human creativity. When:Once a week on Wednesday. Where:In a circle. How:Badly, then better.

Structure: "Ideal" Characteristics of a Socratic Seminar Why: To develop deeper understanding of the ideas, values, problems, issues and themes in the curriculum. Why: To regain a large measure of the pleasures of teaching and the teacher-learner interaction. Why: To increase student thinking and reasoning ability. Why: To increase student communication ability. Why: For the joy of it.

Richard D. Courtright, Ph.D. Gifted Education Research Specialist Talent Identification Program Duke University (919) Contact Information: