Socratic Seminars in Math Class Matt Baker, Brooklyn,

As you come in… Skim and annotate the texts at the back of the packet (you probably won’t get to all of them, that’s ok!) While you read, considering the following guiding questions: What are some strengths and weaknesses of each presentation of the material? When would each text be appropriate to use? What difficulties might students have answering the first two

Seminar Norms 1.Use evidence from the texts 2.Call on, or yield to, those who have not yet spoken 3.Make eye contact & speak loudly & clearly 4.Do not use colloquial language. 5.Raise your hand to speak and call on the next person when you are done. 6.Be mindful of how often and how long you

Challenges of Math Seminar Content vs. Skills Finding Texts

Content vs. Skills One thing we tried: Give students three different texts teaching the same material. Discuss how they compare in their explanations to solidify their understanding of the content. The problem with it: - Very metacognitive; - Very much based on personal preference; - Students need training with reading

Content vs. Skills Great seminar questions: Do mathematical symbols have sense in the same way that words have sense? What is infinity? What is an infinitesimal? How does mathematical proof differ from good reasoning in everyday life? How does mathematical reasoning differ from scientific reasoning? How do you discuss how to solve a rational expression, for

Finding Texts For example, if the question were “Are numbers created or discovered?” students could look at… -A history of numbers and numerals -A variety of anthropological studies that exist of tribal communities that have very limited vocabulary for numbers -There's a a RadioLab podcast entitled "Numbers" that uses some of those ideas Texts should vary from subjective to objective, from academic to less so, and cover a range of competing

Goals/Aims “To what extent are imaginary/complex numbers concrete and useful?“ is really cool! But they need to know how to add, multiply, and graph complex numbers whether they think they're "real" or not The beauty that we're even able to add/multiply etc. complex numbers in the predictable ways is not inherent to the curriculum lost on the majority of

Goals/Aims You can still have a seminar but not have a full-class, full-period discussion. - “Mini-seminars” in small groups Statistics and probability really lend themselves to seminar -Discussion on the best measure of Central Tendency to use Set-up a problem, a la “Notice and Wonder” – Discuss what they need to know to solve a problem. Error

Don’t be afraid to tweak! What ideas do you

Videos! (That we don’t have time for…) Math Socratic Seminar – Ryan Milano - 8 th Grade Linear and Non-linear relationships “Cole talks about seminars in his math class” “TammyJo talks Dos and Don’ts”

What is a Socratic Seminar? … 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. They learn to work cooperatively and to question intelligently and civilly. (89) Israel, Elfie. “Examining Multiple Perspectives in Literature.” In Inquiry and the Literary Text: Constructing Discussions n the English Classroom. James Holden and John S. Schmit, eds. Urbana, IL: NCTE, Via ReadWriteThink

Seminar in practice

Super-simplified Seminar Process 1.Choose a text(s) for students to read 2.Create two to three focus questions for the seminar. 3.Assign students to read and annotate the text, use graphic organizers and class time to prepare 4.Make sure that all students have done required reading and prep the day of the seminar 5.Discuss norms and expectations repeatedly. RUBRICS! 6.Begin with the first question. Once that’s been exhausted (or the conversation has drifted), move on

Basic Seminar Norms 1.Be prepared 2.Use relevant evidence to back up your arguments 3.Build on what others have said using linking prompts 4.Call on, or yield to, those who have not yet spoken 5.Make eye contact & speak loudly and clearly 6.Do not use colloquial language 7.Raise your hand to speak and call on the next student when you are done 8.Stay on topic 9.Be an active listener with an engaged posture 10.Be mindful of how often and how long you speak 11.Take notes on the thoughts that arise in seminar