1. Purpose of Socratic Seminar n Provokes thought, dialogue, and ownership for learning n Allows students to speak (97% of the time) n Leads to self-knowledge and understanding n Puts ownership of learning on students n Gives students confidence n Leads to high retention rates

2. Room Arrangement n Circle n Outer circle if necessary n Hot seats (Ball, Wanda H., & Brewer, Pam. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education)

3. Discussion Vs. Socratic Dialogue Discussion Rows; teacher higher Teacher talk--97% Avg. response:2-3 sec. Teacher affirmation Thinking ends as soon as someone is right “frill” Socratic Dialogue All in circle Student talk--97% Avg. response: 8-12 sec. No teacher approval Textual back up, open-ended exploration Accountability

4. Teacher Preparation n Selection of readings –Filled with issues and ideas worthy of discussion –Has ambiguities, contradictions, etc. n Define objective and outcome –What must be taught didactically vs. concepts explored in seminar? n Prepare pre- and post-tasks n Write the questions

5. Classroom Use n 1-2 times/week in English & social studies n Few times/ quarter in anatomy & physiology n Every other week with earth science n Occasionally in other subjects to make content relevant and expandable

6. The Questions n Opening (20-45 minutes or longer) –Should be broadest –Should send class directly to text in any number of places for evidence n Core (5-15 minutes) –Focused on finite issues. Three to eight questions depending on length and complexity. How and why questions. n Closing –Should connect student lives to text.