Engaging text on a deeper level Socratic Seminar Engaging text on a deeper level

What is Socratic Seminar? Socratic Seminar is a formal discussion in which the participants seek deeper understanding of complex ideas in a text* and build meaning cooperatively by questioning each other and the text, listening to one another, thinking critically for themselves and expressing their ideas civilly. A teaching strategy to encourage students to engage in critical thinking, listening, communicating, and wonder A forum in which students determine the flow of classroom discussion and teachers serve as facilitators An atmosphere of intellectual engagement, cooperation, and conversation where students learn the difference between DIALOGUE and DEBATE

How does Socratic seminar differ from a “regular” class discussion? “regular” whole Class Discussion Socratic Seminar May or may not refer back to text for support Same group of students dominate, others not accountable Questions often designed to lead students to teacher’s way of thinking Classroom set-up may not facilitate sharing of ideas Teacher led Individual sharing of ideas Anchored in a text Small group format enables all to participate; team members support discussers Purposefully-designed, open-ended questions given beforehand aimed at allowing students to create meaning; time to prepare in teams Inner circle allows participants to see each other as they talk Student led Dialogue

What the research says. . . The procedures and justifications for the use of Socratic seminars as a means of developing critical thinking skills are well documented in middle and high school classrooms (cf.. Loan, 2003; Mawhinney, 2000; Metzger, 1998; Polite & Adams,1997; Queen, 2000; Strong, 1997; Tanner & Casados, 1998;Tvedway, 1995). Qualitative research shows that the seminars promote metacognition, conflict resolution and interest in learning (Polite & Adams,1997). Evidence, both qualitative and anecdotal, attests to effectiveness of Socratic seminars in actively engaging students in learning and fostering higher-order thinking and social skills. Seminars can be adapted to suit different age groups and content areas or to target specific skills (Metzger, 1998; Polite & Adams, 1997; Tanner & Casados, 1998; Tredway, 1995).

Benefits of Socratic seminar Student-led questioning leads to meaningful reflection and connection. Higher-level analysis questions engage students in critical thinking. Supporting answers with textual evidence is an important underpinning to good writing and a key ELA standard. Lively dialogue can bring even the most reluctant student into the lesson. Students learn etiquette for polite conversation in which multiple viewpoints are expressed, which is an essential life skill

Conversation is a basis for critical thinking Conversation is a basis for critical thinking. It is the thread that ties together cognitive strategies and provides students with the practice that becomes the foundation for reading, writing, and thinking. Anne Ketch, 2005

Setting up the seminar “Fishbowl” set-up Inside/Outside Circle Partners/Teams

Dialogue vs. Debate

The student’s role in Socratic seminar . . . Prepare for the seminar Utilize critical thinking, listening, and communicating skills Respect and honor the opinions and voices of all other participants Cite specific evidence or text in questions and responses. Take notes (outer circle). Extend questions and responses Engage other members of the inner circle. Avoid discounting questions, responses – explore possibilities. Disagree. Demonstrate. Avoid statements of belief. Make assertions based on text and reasons. Explain. Elaborate. Speculate. Discuss.

The teacher’s role in Socratic seminar . . . Facilitator, not director Poses well thought out, open open-ended questions Gives no response, negative or positive, to the students’ discussion Can pose more questions to “move” discussion from stalemate positions

The Discussion Leader . . . Can be teacher or student Begins and ends the discussion Is strong-willed and strong-voiced Is sympathetic and will validate other people’s opinions Makes sure that everyone speaks at some point in the discussion and that no one person dominates Demonstrates habits of mind that lead to a thoughtful exploration of the ideas Keeps the discussion focused on the text Asks follow-up questions Helps participants clarify their positions when arguments become confused

A good Socratic seminar text . . . Is rich in ideas, issues, and values Has the ability to stimulate extended, thoughtful dialogue Can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music Raises important questions in the participants' minds Has no right or wrong answers

Key Reading Comprehension Strategies Monitor for meaning Use schema (make connections, use background knowledge) Infer Ask questions Create images Determine importance Synthesize

Key Reading Comprehension Strategies Best: Annotate the text if possible Other options: Post-its Key Concept Synthesis Sheet Three Column Notes

What’s the Big Idea: Fact Comment Question

Good Socratic seminar questions . . . Arise out of genuine curiosity Raise basic issues Are open ended Probe beneath the surface of things Pursue problematic areas of thought Help students arrive at judgment through their own reasoning Help students notice claims, evidence, conclusions, questions, assumptions, implications, consequences, concepts, interpretations, points of view—the elements of thought

Politeness Counts Adapted from Kate Kinsella

To grade or not to grade?

After the seminar . . . Key learning comes from written reflection Allows student to process Allows teacher to assess

Variations Number of participants/Number of kids on the “team” Hot Seat Post-its or “Today’s Meet”

Today’s Meet https://vimeo.com/83821816

“With conversation, we can explore and expand our developing thoughts “With conversation, we can explore and expand our developing thoughts.” (Ketch, 2005)

Immigration 1. What images of America and immigration do these poems present? (Are they realistic? Explain) 2. What would Emma Lazarus and Naomi Shihab Nye say to Thomas Bailey Aldrich? 3. How does one tell the difference between “Sorrow’s children” and the “down trodden” and those who want to “waste the gifts of freedom?” The New Colossus Unguarded Gates Statue of Liberty Dreams of Emma Lazarus, Wakes with Tears on her Cheeks