1. Socratic Inquiry Learning How to Question
Information adapted from:

2. “The unexamined life is not worth living” -Socrates
Socrates' theory is that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent. Divergent: differing from one another= growth! Convergent: move towards the same point = little growth Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. RECALL the former slide concerning what YOU BRING TO A TEXT! Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer."

3. While reading…..
Take notes on: Anything you do not understand Anything you feel strongly about. (i.e. an idea presented) Anything relating to conflict between characters or within them

4. Types of Questions Factual or close-ended question:
This type of question contains ONE answer.
It will be “answered from the text” and has one correct response.
Ex: What was the first trick Huckleberry Finn played on Jim?
If it is a factual question, you can literally put your finger on the answer in the text.
Write an example using “Jack and the Beanstalk”

5. Example:
Factual: Does the harp secretly want to go with Jack?

6. Types of Questions
2. Interpretive or open-ended question: Contains many answers that are supported by the text. An insightful question about the text that will require proof and group discussion and "construction of logic" to discover or explore the answer to the question. If it is an interpretive question you can put your finger on the EVIDENCE to support the answer… Example: Each stage of Huck's moral growth culminates in a crisis of conscience and a decision to assist Jim (as when Huck tells the two slave hunters that there is "only one" man on the raft and that "He's white"); and each decision is more consequential than the previous. What are these stages and decisions; when do they occur; and what are their consequences? Write an example using “Jack and the Beanstalk”

7. Example Interpretive or open-ended:
Why does Jack climb the beanstalk a 3rd time.
NOTICE: You may use literary analysis here. Consider HOW an author chose to compose a literary piece.  How did the author manipulate point of view, characterization and motivation, poetic form, archetypal hero patterns, or diction choices for example?

8. Types of questions
3. Evaluative or Universal: question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text. SO you take the question to a universal perspective… If it is an evaluative or universal question, you will be able to use the text to support the answer AND lead the discussion beyond the text and into world views.. Example: How has the entire episode of attempting to free Jim contributed to the idea of moral ambiguity? What startling revelation does Huck come to regarding Jim after Tom has been shot in Ch. 40? To what theme does this contribute? How does Tom’s revealed knowledge of Miss Watson’s will complete the idea of moral ambiguity? Is moral ambiguity something still in existence today? Write an example using “Jack and the Beanstalk”

9. Example
Is it necessary to take risks in order to grow up and be responsible?

10. Question types Interpretive/ open-ended Evaluative/ universal
NO FACTUAL QUESTIONS should be included for credit. You may ask them during presentations for clarification.

11. What does class participation look like?
1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text.
2. Do not participate if you are not prepared. A seminar should not be a bull session.
3. Do not stay confused; ask for clarification.
4. Stick to the point currently under discussion; make notes about ideas you want to come back to.
5. Don't raise hands; take turns speaking.
6. Listen carefully.
7. Speak up so that all can hear you. 8. Talk to each other, not just to the leader or teacher. 9. You are responsible for the seminar, even if you don't know it or admit it.