1. AVID Professional Learning
Philosophical Chairs

2. Group Norms
Ask questions. Engage fully in the learning process. Integrate new information. Open your minds to diverse views. Utilize what you learn.
Used with permission of Learning Forward, All rights reserved.

3. Performance Objective
Participants will increase rigor, inquiry, and collaboration within a classroom by using Philosophical Chairs in order to increase students’ academic performance and the development of college readiness skills.

4. Agenda Collaborate with colleagues
Understand the Rules of Engagement of Philosophical Chairs
Understand the roles

5. Essential Question What is inquiry-based instruction, and how can we
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
Philosophical Chairs
CLASS/PERIOD:
DATE:
What is inquiry-based instruction, and how can we
engage students appropriately in rigorous debate
while encouraging students to take academic risks
and to challenge themselves and each other?
Each day’s essential question should refer to the Training Objectives.

6. Philosophical Chairs Rules of Engagement
Understand the central statement or topic and take a stand.
Listen carefully even if you don’t agree.
Only one person speaks at a time.
Summarize the previous speaker’s argument before responding.
Remember, “Three before me.”
Address the ideas, not the person stating them.
Move if your opinion is swayed.
Maintain order and keep an open mind.
Handouts p. 2

7. Classroom Set-Up
The class is divided into those who agree with the statement. . .
. . . and those who disagree with the statement

8. The Mediator Remains neutral Calls on sides to speak
May paraphrase arguments made by each side for clarification
Ensures participation by as many students as possible

9. Central Statement Only
Children and teens under the age of 18 should be prohibited from purchasing “energy drinks.”
Handouts p. 6

10. Central Statement With Text
Children and teens under the age of 18 should be prohibited from purchasing “energy drinks.”
Handouts pp. 12–13

11. Marking the Text Directions:
Number each paragraph of the text before reading.
Read the text and do the following:
Circle key terms, names of people, names of places or dates
Underline the author’s claims, arguments, and/or assertions
Handouts p. 14

12. Marking the Text
Student sample of Marking the Text

13. Group Brainstorm

14. Discuss . . .
What new arguments, claims, and/or assertions would have been made using the article?
When, Why, and How would using a text be appropriate and enrich the experience? Conversely, when would it be inappropriate or unnecessary?

15. How will you use Philosophical Chairs in your classrooms?

16. Rigor Defined
AVID’s Definition of Rigor:
“Using inquiry-based, collaborative strategies to challenge and engage students in content resulting in increasingly complex levels of understanding”
Which word in the definition best reflects Philosophical Chairs as an instructional strategy?

17. Essential Question: 3–2–1 Reflection
What is inquiry-based instruction, and how can we
engage students appropriately in rigorous debate
while encouraging students to take academic risks
and to challenge themselves and each other?
Three rigorous instructional strategies noted in this module
Two things you will change about the way you currently do Philosophical Chairs
One a-ha! moment

18. Call to Action
Following this module, how will you ensure that Philosophical Chairs and other inquiry-based activities are being incorporated schoolwide and that students have opportunities for processing and personal reflection?

19. Contact Information
Name
Phone
Close with your contact information.

20. Thank You.