1. Preparing for a Socratic Seminar … a what?!

2. Socrates Socrates was a famous Greek philosopher. His method of teaching encouraged students to question everything. The Greek government became uneasy with this method, for when people begin to question everything, they are no longer blinded by what they are told. Instead, they look at everything with a critical eye. Because Socrates’ methods made the Greek government nervous, they sentenced him to death. His death sentence was to drink a poisoned drink (hemlock). One of his students was so inspired by Socrates, that he dedicated his life to writing down everything Socrates ever said – that student was Plato. Today, thousands of years later, we realize how brilliant his methods were. What we’re going to embark on the next couple days is based on Socrates’s methods – the Socratic Seminar.

3. The Socratic Method The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent thinking (Adams).

4. Socratic questioning recognizes that questions, not answers, are the driving force in thinking. Socratic seminars explore ideas, values, and issues drawn from readings or art works chosen for their richness. They also provide a forum to expand participants' familiarity with works drawn from many cultural sources. Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples, and other aspects of sound thinking. A good seminar is more devoted to making meaning than to mastering information. (Raider).

5. What are Socratic Seminars? Socratic Seminars…. Are used as a method to seek deeper understanding of complex ideas regarding a specific text Communicate ideas through rigorous, thoughtful dialogue - not debate Usually range from 30-50 minutes Consists of four interdependent elements: 1.the text being considered 2.the questions raised 3.the seminar leader, and 4.the participants

6. The Text A seminar text can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music. Socratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue. A good text raises important questions. At the end of successful Socratic Seminars, participants often leave with more questions than they brought with them.

7. The Question An opening question has no right answer  It reflects a genuine curiosity on the part of the leader.  Ex. Should human embryos be cloned in order to save lives? An effective opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved.  Responses to the opening question generate new questions  The line of inquiry evolves on the spot rather than being predetermined by the leader.

8. The Leader Plays a dual role as leader and participant  Consciously leads a thoughtful exploration of the ideas in the text.  As a seminar participant, actively engages in the group's exploration of the text. Helps participants clarify their positions when arguments become confused Involves reluctant participants while restraining their more vocal peers Must be patient enough to allow participants’ understandings to evolve Be willing to help participants explore non-traditional insights and unexpected interpretations

9. The Participants Share responsibility for the quality of the seminar Study the text closely in advance Listen actively Share their ideas and questions in response to others Search for evidence in the text to support their ideas

10. Participant Guidelines/ Expectations Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text. It's okay to "pass" when asked to contribute. Do not participate if you are not prepared. A seminar should not be a bull session. Do not stay confused; ask for clarification. Talk to the participants, not just the leader. Use appropriate language and respectful body language Stick to the point currently under discussion; make notes about ideas you want to come back to.

11. Don't raise hands; take turns speaking. Allow for pauses for your peers to think Listen carefully and respectfully. Speak up so that everyone can hear you. Talk to each other, not just to the teacher or the leader. Discuss the ideas rather than each other's opinions. Hold all judgments and attacks You are responsible for the seminar, even if you don't know it or admit it.

12. Body Language Decipher Folded Arms= Not willing to listen Sighing= Boredom/Not interested Eye Rolling= Disbelief Head Nodding/Tilting= Pre-forming Opinion Squinting/Furrowed Brow= Opposing view Tapping Fingers/Feet= Impatience

13. Starting/Maintaining Dialogue Asking questions is the key! A leader prompts the use of dialogue  Participants learn to be less attached to their ideas and less reliant on persuasion for influencing opinions. Dialogue is a skill of collaboration that enables groups to create collective thinking or understanding The most productive discourse will flow back and forth from one to the other, from inquiry to advocacy. Students must risk making mistakes in order to learn how to learn to think critically, and work collaboratively.

14. Dialogue is NOT Debate!

15. Is collaborative One listens to find common ground Enlarges points of view Reveals assumptions for re-evaluation Creates an open- minded attitude Is oppositional One listens to counter arguments. Affirms participant's points of view. Defends assumptions as truth Creates a close-minded attitude Debate Dialogue

16. Expects other’s reflections will improve their own thinking Temporarily suspending one's beliefs Searches for strengths Respects others and seeks not to alienate Assumes that cooperation can lead to greater understanding Remains open-ended Defends thinking to show that it is right. Calls for investing in one's beliefs. One searches for weaknesses Rebuts contrary positions and may belittle others Debate assumes a single right answer Demands a conclusion Debate Dialogue

17. Guidelines for Questioning Learning occurs based on the kinds of questions asked Ask questions that raise questions Avoid using YES/NO questions Ask hypothetical questions Ask questions with no right or wrong answers Continue to ask “why?” –Probe the responses of the participants with further questioning Allow yourself to both guide the discussion but to go with it as well

18. Example Questions By what reasoning did you come to that conclusion? What would you say to someone who said __? Are the reasons adequate? Why? What led you to that belief? How does that apply to this case? What would change your mind? Who is in the position to know if that is so? Why did you say “they?” What view would be in opposition to what you are saying? See your handout for more!

19. Benefits include: Time to engage in in-depth discussions, problem solving, and clarification of ideas Building a strong, collaborative work culture Enhanced knowledge and research base Increased success for all students Teaching respect for diverse ideas, people, and practices Creating a positive learning environment for all students

20. Information contributed by the following sources www.fortbend.k12.tx.us/campuses/documents/Teacher/2007%5Ct eacher_20071126_0813.pdf http://www.journeytoexcellence.org/practice/instruction/theo ries/miscideas/socratic/ http://www.greece.k12.ny.us/instruction/ela/SocraticSeminars/ overview.htm http://www.webenglishteacher.com/socratic.html