1. Socratic Seminar
This PowerPoint is meant to be used with either teachers or students schoolwide to assist in implementing Socratic Seminar. It is written for a faculty audience, but can be modified to meet the needs of faculty and students in introducing Socratic Seminar. It is recommended that participants experience an actual Socratic Seminar as part of the learning, using a content-neutral piece of text, such as an article from AVID Weekly.
All Handouts and Teacher Resources displayed and referenced in this PowerPoint can be found in the AVID Critical Thinking and Engagement (ACTE) curriculum book. Please provide participants with a copy of all Handouts and Teacher Resources that are referenced. There are many additional resources to support this strategy in the ACTE curriculum book, including additional tips and ELL Integration strategies:

2. Performance Objective
Students will develop a deeper understanding of complex ideas through rigorous and thoughtful dialogue.
The Greek philosopher Socrates believed that encouraging students to think for themselves was more important than filling their heads with the “right” answers. The Socratic method is a form of inquiry-based discourse that is focused on questioning to spur critical thinking and drive ideation. It is through exploration, dialogue, considering new perspectives, and constant questioning that students develop their critical thinking and problem-solving skills. Through Socratic Seminar, students develop confidence in articulating their ideas to others, while providing supporting evidence with reasoned thinking.

3. What Is Socratic Seminar?
Structured, inquiry-based, collaborative dialogue
Focused on a common text or resource
Formatted to practice critical thinking, reading, and inquiry skills
“How does this idea connect to…?”
“What different conclusions do you have?”
“You bring up an interesting point, and I also think….”
Socratic Seminar is a structured, collaborative dialogue, focusing on a common text or resource that students have analyzed and toward which they have prepared questions to spur the discussion. This strategy provides a format for students to practice skills in critical thinking, reading, and inquiry, as they participate in the inquiry-based dialogue.

4. Socratic Seminar: Dialogue vs. Debate
A dialogue is a collective search for information or an exploration of ideas, rather than a defense of opinions.
Students will need to be guided to an understanding of the difference between these two styles of discourse. For more of a debate format, choose a Philosophical Chairs structure.
Please see:
Handout 4.10a: Dialogue vs. Debate for Socratic Seminar

5. Socratic Seminar: Role and Responsibilities of the Participant
Analyze the text.
Develop high-level discussion questions.
Make connections between the text and knowledge.
Before
Refer to the text and give evidence and examples.
Actively listen and speak clearly.
Open mind to new ideas and possibilities.
During
Reflect on participation and the process.
Reflect on the content of the Socratic Seminar.
Set goals for improvement in the next Socratic Seminar.
After
Instruct students to read or study the source, incorporating the appropriate critical reading process strategies, such as marking the text, pausing to connect ideas, writing in the margins, taking Cornell notes, or analyzing visuals. Have students generate at least two open-ended, higher level questions—Costa’s Levels 2 or 3—that will help them probe deeper into the meaning of the text and the author’s intention. When introducing Socratic Seminar, it may be beneficial to post sentence starters from Handout 4.10d: Academic Language Scripts for Socratic Seminar.
Please see:
Handout 4.10b: The Role and Responsibilities of the Socratic Seminar Participant
Handout 4.10d: Academic Language Scripts for Socratic Seminar
Teacher Resource 4.10e: The Elements of Socratic Seminar

6. Keep the dialogue productive, academic, and structured.
Socratic Seminar: Rules of Engagement
Keep the dialogue productive, academic, and structured.
Review the Rules of Engagement, discussing what to do when the dialogue moves into debate.
Please see:
Handout 4.10c: Rules of Engagement for Socratic Seminar

7. Socratic Seminar: Additional Elements
The Text
Should be rich in order to stimulate discussion.
Can be from any content.
Can also be music, art, a video, or a photo.
Raises important questions in the reader’s mind.
The Questions
Are posed by the leader or participants.
Have no right answer.
Lead participants back to the text to evaluate or clarify.
Can prompt additional curiosity.
The Leader
Can be the facilitator and a participant.
Keeps dialogue focused on the text—clear and inquiry-based.
Invites all participants to dialogue.
There are four essential elements to a Socratic Seminar: participants, text, questions, and facilitator.
Please see:
Teacher Resource 4.10e: The Elements of Socratic Seminar
Teacher Resource 4.10f: Text Selection for Socratic Seminar

8. Choose the format that works for your content, class size, and space.
Socratic Seminar: Format
Choose the format that works for your content, class size, and space.
Students will move their desks or chairs into a circle. They should be able to see everyone without having to lean forward or backward. Students should also have all of their necessary materials for participating in the Socratic Seminar—marked text, questions, a pen, and paper for taking notes—with them. When opening the dialogue, the Socratic Seminar leader can pose the initial question, or each student in the circle can read a question for one to be selected as the starting question. The dialogue begins with participants responding to the opening question. The dialogue continues as group members ask clarifying questions or offer responses. Consistently require students to build upon the comments and analysis of others. Encourage students to direct their comments to each other, rather than to just the leader.
Consider other possible spaces in which to conduct the Socratic Seminar: the library, an outdoor space, the cafeteria, etc.
Please see:
Teacher Resource 4.10g: Sample Class Arrangements for Socratic Seminar
Teacher Resource 4.10h: Tips for Socratic Seminar
Activity 4.11: Socratic Seminar: Fishbowl (Inner/Outer Circle)
Activity 4.12: Socratic Seminar: Triad Formation (Pilot/Co-Pilot)

9. Socratic Seminar: Debrief and Reflection
Make sure to debrief as a class and have students reflect on both the process and the content of the Socratic Seminar.
Continue the Socratic Seminar until all of the questions have been explored or time has drawn to a close. The final step is to debrief and reflect upon the process; this can be done verbally, in writing, or using the rubric. Reflections allow for growth of skills for quality Socratic Seminars and high levels of thinking. The debrief allows students to reflect verbally and in writing upon their participation, use of academic language, non-verbal communication, use of rhetoric, and recognition of what peers bring to the classroom.
There are suggestions for all three in Activity 4.13: Socratic Seminar: Debriefing.
Please see:
Handout 4.13a: Rubric for Socratic Seminar

10. Socratic Seminar: Facilitation Steps
Review the purpose and format.
Choose the class arrangement.
Develop an understanding of dialogue vs. debate.
Review the role of the participant.
Incorporate critical reading strategies to analyze the text.
Please see:
Teacher Resource 4.10h: Tips for Socratic Seminar

11. Socratic Seminar: Facilitation Steps
Students develop high-level questions.
Review the format and Rules of Engagement.
Engage in inquiry-based dialogue around the text.
Debrief and reflect.
Please see:
Teacher Resource 4.10h: Tips for Socratic Seminar
While in “Slide Show” mode, click on the picture for an eight-minute video on Socratic Seminar: Triad Style in a middle school AVID Elective classroom.

12. Additional Tips
Please see the AVID Critical Thinking and Engagement book for additional tips on:
Increasing rigor
Increasing scaffolding
Integrating technology
Integrating ELL support
Format variations
This curriculum resource can be found online through MyAVID:

13. Questions or Comments?