2. Presenter Introduction: English Dept. Chair at SRHS Instruct 9 th – 12 th grade students M.F.A. in Creative Writing from ASU 1st Encountered Socratic Seminar in Action in 2001 Employ Socratic Seminar on a daily basis; in some classes more than others…

3. This Session’s Goals: PWBTD comprehension of determining the meaning of Socratic Seminar by reviewing various definitions. PWBTD analysis of how to use Socratic Seminar in their classrooms by compiling tools for use. PWBTD synthesis of Socratic Seminar methodology by participating in peer group discussions and activities.

4. What is Socratic Seminar? Named after Socrates (ca. 470-399 B.C.) a Classical Greek philosopher who developed a Theory of Knowledge. He believed the best way to attain knowledge was through the practice of disciplined conversation.

5. Socratic Seminar is Dialectic Dialectic = the practice of examining opinions or ideas through question and answer to determine their validity All parties in the conversation are forced to clarify their ideas

6. Definition Continued… It is also references as “Accountable talk” This method is based on Socrates’ theory that it is more important to enable students to think for themselves vs. filling their heads with “right” answers Open-ended questions allow students to think critically, analyze multiple meanings in text, and express their own ideas

7. The Art of Conversation “Socratic seminars are structured conversations about selected texts and the important ideas imbedded within them” (Mangrum, 2010).

8. Socratic Seminar … The purpose is to find shared meaning NOT Debate! Some discussions may end inconclusively

9. Research Based Support for Today’s Session: Manhattan Institute for Policy Research, Center for Civic Innovation found that: 38 percent Asian 37 percent White 20 percent Black 16 percent Hispanic 14 percent Native American...

10. Research Continued… …students were prepared to enter 4- year colleges due to their lack of cognitive and writing skills to demonstrate critical thinking ability (Carvalho Grevious, 2013).

11. John Dewey found that: “all conscious experience has a necessity of some degree of imaginative quality” ( Beghetto and Kaufman, 2009). Our Challenge = Authoritative v. Internally persuasive discourse Accumulative v. Constructivist perspective Research Continued…

12. From the Journal of Advanced Academics: “Allowing students the opportunity to voice their interpretation and simultaneously confront multiple perspectives and interpretations creates the conditions under which classroom learning becomes internally persuasive and generative both of creativity and new understandings” (Beghetto, 2009). Research Continued…

13. How do we implement? How do students prepare ahead of time? How does the teacher prepare? How do we assess?

14. References Beghetto, Ronald and James C. Kaufman. (2009, Win). Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics. Journal of Advanced Academics, 20, 296-324. Carvalho Grevius, Millicent. (2013.) Breaking the Cycle of Shame: Socratic Teaching Methods to Enhance Critical Thinking. Journal of Baccalaureate Social Work, 8, 77-94. Mangrum, Jennifer. (2010, April). Sharing Practice Through Socratic Seminars. Phi Delta Kappan, 91, 40-43.

15. Thank You!!! A session survey will be emailed to you this week through a Googledoc. Kindly complete it so we can reflect and improve future PD efforts. Travel safely!