1. Fostering Critical and Creative Thinking
SOCRATIC SEMINARS
Fostering Critical and Creative Thinking

2. A Little History
More than 2,400 years ago, Socrates believe that there was a more effective and productive way of teaching students.
Socrates thought by helping students examine their beliefs while at the same time accepting the limitation of human thought, that students could improve their reasoning skills and move toward more rational thinking and ideas more easily supported with logic.
The methodology he used to accomplish this has come to be known as Socratic Questioning.
Socratic questioning is a systematic process for examining the ideas, questions, and answers that form the basis of human belief.
In 1982, Mortimer Adler proposed that the method to achieve this goal in modern times is to teach by asking questions and by leading discussions.

3. Why use Socratic Seminars (Circles)?
“Socratic circles change the way individuals read, think, discuss, write, and act; they have the power to change a student’s perspective on living, learning, and behaving. Critical reading, critical thinking, discussion skills, listening skills, team-building skills, vocabulary improvement, and student ownership, voice, and empowerment are all valid reasons for including Socratic circles in the classroom.”
Socratic Circles by Matt Copeland

4. What is Socratic Dialogue?
Discussion seeks to resolve an issue or solve a problem and begins with a clear goal in mind. Dialogue in a Socratic Circle often has no specific goal or outcomes in mind. Socratic dialogue is an exploration, a quest for understanding, that has no definite beginning or end. It is not about answers or solutions; it is about accepting multiple perspectives on a certain topic and re-examining our own experiences and opinions in light of those perspectives.
In the Socratic circle, students work cooperatively to construct meaning from what they have read and avoid focusing on a “correct” interpretation of text. Student understanding emerges as the discussion progresses and is always open to revision. Students base their construction of meaning upon the connections they can make to what they already know and the ideas and opinions that are shared within their group.

5. Explain what is the difference between Dialogue and Debate?
Dialogue or Debate?
Explain what is the difference between Dialogue and Debate?
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6. The Ultimate Goal of the Socratic Seminar
The GOAL is an enlarged, shared understanding of ideas, issues or values through DIALOGUE.
Dialorue is a relflective learning process in which group members seek to understand each other’s viewpoints and deeply held assemptions.
Dialogue leads to collective meaning making and shared understanding.

7. The teacher’s role: Select the text for discussion
Keep the discussion of the inner circle focused and moving
Direct the feedback of the outer circle
Assess the individual student and group performances.
Conscious planning and effort on the part of the teacher is crucial to the success of the Socratic Seminar.

8. GUIDELINES FOR SOCRATIC SEMINAR PARTICIPANTS…
Refer to the text when needed during the discussion.
It’s OK to pass when asked to contribute
Do not participate if you are not prepared.
Do not stay confused; ask for clarification.
Stick to the point currently under discussion; make notes about ideas you want to come back to.
Don’t raise hands; take turns speaking.
Listen carefully.
Speak up so that all can hear you.

9. Guidelines for Socratic Seminar Participants…
Talk to each other, not just to the leader or teacher.
Discuss ideas rather than each other’s opinions.
YOU are responsible for the success of the Socratic seminar.

10. SOCRATIC SEMINAR GROUND RULES
1. Speak so that all can hear you. 2. Listen closely. 3. Speak without raising hands. 4. Use examples from the text/media. 5. Talk to each other, not just to the leader. 6. Ask for clarification. Don’t stay confused. 7. Don’t speak over one another 8. Consider all viewpoints and ideas. 9. No Sidebars 10. No Put downs or arguing (RESPECT)
These ground rules should be posted and gone over so that everyone understands them and takes responsibility for them. Everyone is responsible for the quality of the seminar.

11. So What Do They Really Know?
Let’s try it!

12. The Inner Circle Actively discusses the topic (About 10 minutes)
Only about half are in the inner circle at one time.
Rest are in the outer circle
Must follow the rules and guidelines to stay in the circle

13. What does the outside circle do?
The outside circle are scientific observers behind a two-way mirror; they are able to see and hear everything going on, but they cannot interact with the inner circle in any way.
After the inner circle is finished with the discussion, the outer circle will give feedback.
Rate the inner circle on a scale of one to ten.
If appropriate give comments on what the observed and give constructive feedback
First bullet: Rather than focusing their attention on what is being said, students in the outer circle whould focus on the human behavior of how those ideas are presented. Students should look for such things as who speaks the most, who speaks the least, who asks the best questions, who offers the most insightful answers, who leads the group, and who distracts the group from achieving their goals.
Early in the year, a teacher might ask the outer circle to give three strengths and one area of improvement for the inner circle. You will need to tell the outer circle in advance that you are going to have them do this.

14. Resources for TEXT Poetry Short Fiction Long Fiction Nonfiction Drama
News stories
Speeches
Paintings
Billboards
Photographs
Pledge of Allegience
Articles
Letters
Journals
Lyrics
Diaries
Advertisements
Reviews
Comic strips
Television and video clips
Gettysburg Address
Preamble