“Let us examine the question my friend and if you can contradict anything that I say, do so, and I shall be persuaded.” – Plato to Socrates in the Crito

The Vision Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers.”

The Vision Participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.

What are Socratic Seminars? Usually range from minutes – –An effective Socratic Seminar creates dialogue as opposed to debate.

Is collaborative One listens to find common ground Creates an open- minded attitude Assumes that cooperation leads to greater understanding Remains open-ended Is oppositional One listens to counter arguments. Creates a close- minded attitude Debate assumes a single right answer Demands a conclusion Debate Dialogue

Starting Dialog Students must risk making mistakes in order to learn how to learn to think critically, and work collaboratively. Teachers support this risk-taking when they take their own risks in learning how to improve themselves as teachers.

Four Elements An effective seminar consists of four interdependent elements: 1.the text being considered 2.the questions raised 3.the seminar leader, and 4.the participants

The Text Socratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue.

The Question An effective opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. – –Opening question has no right answer – –Responses generate new questions – –Line of inquiry evolves on the spot rather than being predetermined by the leader.

The Leader Plays a dual role as leader and participant – –Helps participants clarify their positions – –Involves reluctant participants while restraining vocal students – –Must be patient enough to allow understanding to evolve – –Help participants explore new interpretations

The Participants –study the text closely in advance –listen actively –share their ideas and questions in response to others –Refer to text to support their ideas Most effective when participants:

Conducting a “Fishbowl” A strategy to use when you have a LARGE class (over 25 students) Divide the class into “Inner” and “Outer” circles

Conducting a “Fishbowl” Inner circle = active participants Outer circle = students observe 2-3 active participants for: – –New ideas– Positive comments – –Question asked – Negative Behavior – –Referred to text – Side conversations

The Socratic Seminar

Seminar Procedures Choose & read the text carefully Craft the opening question Review seminar procedures Conduct the seminar Debrief the seminar

1.During the Seminar, what point was made that really stands out to you as important? 2.Who helped move the dialogue forward? 3.At what point did the Seminar lapse into a debate/discussion rather than dialogue? How was this handled by the group? 4.Did anyone dominate the conversation? How was this handled by the group? 5.Was the group actively listening, building on each other’s ideas? 6.How has your understanding of the text changed because of the ideas shared during the dialogue? 7.What would you like to do differently next Seminar? Socratic Seminar Debriefing Reasoning/Speaking Skills

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

Examples of Socratic Seminars by Subject Social StudiesSocial Studies –Wartime/Recruiting Posters, “Is Candid Camera the Key to Safer Teenage Drivers?” by Wall Street Journal (10/50/07-izzit.org), “When Kids do Wrong, Should Parents Pay?” “The Good Daughter” (child of immigrants), etc. MathMath –“Kick Calculators out of the Class” by David Gelertner (NY Times), “A Mathematician's Defense” by GH Hardy

Examples of Socratic Seminars by Subject ScienceScience –Global Warming, “Origin of Species” by Darwin, “Metaphysics” by Aristotle, “The Motion of Colliding Bodies” by C. Huygens EnglishEnglish –Of Mice and Men and “The Dangerous Game” (Caroline McAllister), “We Wear the Mask” by Paul Laurence Dunbar, “Miss Rosie” by Lucille Clifton, etc.

“Let us examine the question my friend and if you can contradict anything that I say, do so, and I shall be persuaded.” – Plato to Socrates in the Crito