1. Engaging text on a deeper level
Socratic Seminar
Engaging text on a deeper level

2. What is Socratic Seminar?
Socratic Seminar is a formal discussion in which the participants seek deeper understanding of complex ideas in a text* and build meaning cooperatively by questioning each other and the text, listening to one another, thinking critically for themselves and expressing their ideas civilly.
A teaching strategy to encourage students to engage in critical thinking, listening, communicating, and wonder
A forum in which students determine the flow of classroom discussion and teachers serve as facilitators
An atmosphere of intellectual engagement, cooperation, and conversation where students learn the difference between DIALOGUE and DEBATE

3. How does Socratic seminar differ from a “regular” class discussion?
“regular” whole Class Discussion
Socratic Seminar
May or may not refer back to text for support
Same group of students dominate, others not accountable
Questions often designed to lead students to teacher’s way of thinking
Classroom set-up may not facilitate sharing of ideas
Teacher led
Individual sharing of ideas
Anchored in a text
Small group format enables all to participate; team members support discussers
Purposefully-designed, open-ended questions given beforehand aimed at allowing students to create meaning; time to prepare in teams
Inner circle allows participants to see each other as they talk
Student led
Dialogue

4. What the research says. . .
The procedures and justifications for the use of Socratic seminars as a means of developing critical thinking skills are well documented in middle and high school classrooms (cf.. Loan, 2003; Mawhinney, 2000; Metzger, 1998; Polite & Adams,1997; Queen, 2000; Strong, 1997; Tanner & Casados, 1998;Tvedway, ).
Qualitative research shows that the seminars promote metacognition, conflict resolution and interest in learning (Polite & Adams,1997).
Evidence, both qualitative and anecdotal, attests to effectiveness of Socratic seminars in actively engaging students in learning and fostering higher-order thinking and social skills. Seminars can be adapted to suit different age groups and content areas or to target specific skills (Metzger, 1998; Polite & Adams, ; Tanner & Casados, 1998; Tredway, 1995).

5. Benefits of Socratic seminar
Student-led questioning leads to meaningful reflection and connection.
Higher-level analysis questions engage students in critical thinking.
Supporting answers with textual evidence is an important underpinning to good writing and a key ELA standard.
Lively dialogue can bring even the most reluctant student into the lesson.
Students learn etiquette for polite conversation in which multiple viewpoints are expressed, which is an essential life skill

6. Conversation is a basis for critical thinking
Conversation is a basis for critical thinking. It is the thread that ties together cognitive strategies and provides students with the practice that becomes the foundation for reading, writing, and thinking.
Anne Ketch, 2005

7. Setting up the seminar “Fishbowl” set-up Inside/Outside Circle
Partners/Teams

8. Dialogue vs. Debate

9. The student’s role in Socratic seminar . . .
Prepare for the seminar
Utilize critical thinking, listening, and communicating skills
Respect and honor the opinions and voices of all other participants
Cite specific evidence or text in questions and responses.
Take notes (outer circle).
Extend questions and responses
Engage other members of the inner circle.
Avoid discounting questions, responses – explore possibilities.
Disagree. Demonstrate.
Avoid statements of belief. Make assertions based on text and reasons.
Explain. Elaborate. Speculate. Discuss.

10. The teacher’s role in Socratic seminar . . .
Facilitator, not director
Poses well thought out, open open-ended questions
Gives no response, negative or positive, to the students’ discussion
Can pose more questions to “move” discussion from stalemate positions

11. The Discussion Leader . . . Can be teacher or student
Begins and ends the discussion
Is strong-willed and strong-voiced
Is sympathetic and will validate other people’s opinions
Makes sure that everyone speaks at some point in the discussion and that no one person dominates
Demonstrates habits of mind that lead to a thoughtful exploration of the ideas
Keeps the discussion focused on the text
Asks follow-up questions
Helps participants clarify their positions when arguments become confused

12. A good Socratic seminar text . . .
Is rich in ideas, issues, and values Has the ability to stimulate extended, thoughtful dialogue Can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music Raises important questions in the participants' minds Has no right or wrong answers

13. Key Reading Comprehension Strategies
Monitor for meaning
Use schema (make connections, use background knowledge)
Infer
Ask questions
Create images
Determine importance
Synthesize

14. Key Reading Comprehension Strategies
Best: Annotate the text if possible
Other options:
Post-its
Key Concept Synthesis Sheet
Three Column Notes

16. What’s the Big Idea:
Fact
Comment
Question

17. Good Socratic seminar questions . . .
Arise out of genuine curiosity
Raise basic issues
Are open ended
Probe beneath the surface of things
Pursue problematic areas of thought
Help students arrive at judgment through their own reasoning
Help students notice claims, evidence, conclusions, questions, assumptions, implications, consequences, concepts, interpretations, points of view—the elements of thought

18. Politeness Counts
Adapted from Kate Kinsella

19. To grade or not to grade?

20. After the seminar . . . Key learning comes from written reflection
Allows student to process
Allows teacher to assess

21. Variations Number of participants/Number of kids on the “team”
Hot Seat
Post-its or “Today’s Meet”

22. Today’s Meet

23. “With conversation, we can explore and expand our developing thoughts
“With conversation, we can explore and expand our developing thoughts.” (Ketch, 2005)

24. Immigration
1. What images of America and immigration do these poems present? (Are they realistic? Explain)
2. What would Emma Lazarus and Naomi Shihab Nye say to Thomas Bailey Aldrich?
3. How does one tell the difference between “Sorrow’s children” and the “down trodden” and those who want to “waste the gifts of freedom?”
The New Colossus
Unguarded Gates
Statue of Liberty Dreams of Emma Lazarus, Wakes with Tears on her Cheeks