Where questions, not answers, are the driving force in thinking. Socratic Seminars Where questions, not answers, are the driving force in thinking.

What does Socratic mean? Socratic comes from the name Socrates,   a classical Greek philosopher who developed a Theory of Knowledge: the surest way to attain reliable knowledge was through the practice of disciplined conversation…dialectic.

Dialectic means… Question and Answer the art or practice of examining opinions or ideas logically, often by the method of Question and Answer so as to determine their validity.

How did Socrates use the dialectic? He would begin with a discussion of the obvious aspects of any problem,  feign ignorance about a subject, and try to draw out from the other person his fullest possible knowledge about it. 

What is a Socratic Seminar? *a method used to understand information by creating dialectic in class regarding a specific text. Participants seek deeper understanding of complex ideas in text through rigorous thoughtful dialogue, rather than by memorizing bits of information.

Discussion Vs. Socratic Dialogue/Dialectic 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

The Text: *richness in ideas, issues, values and their ability to stimulate dialogue. A good text raises important questions. There are no right or wrong answers. At the end of successful Socratic Seminars, participants often leave with more questions than they brought with them.

The Question: question The Socratic Seminar opens with a question posed by the leader. Responses to the opening question generate new questions from the leader and participants, leading to new responses.

The Questions-Timeframe Opening (20-45 minutes or longer) Should be broadest Should send class directly to text in any number of places for evidence Core (5-15 minutes) Focused on finite issues. Three to eight questions depending on length and complexity. How and why questions. Closing (5-10 minutes) Should connect student lives to text.

What type of questions should I ask during the seminar? There are three levels of questions. You should come up with a minimum of 1 question per level.

Level 1 (Knowledge Questions): Knowledge means being able to show understanding by talking, writing, signing, drawing. Please use the following stems in creating your Knowledge Questions: Can you state, in your own words? Can you describe? Can you defend your position? Can you summarize the information?

Level II (Application Questions): Application means supporting your ideas with evidence. Please use the following stems in creating your Application Questions: Explain how … Explain why … Interpret the reasons … Compare and contrast … Connect and explain …

Level III (Synthesis Questions): Synthesis means combining or connecting two different elements. In terms of the Socratic Seminar you will be connecting two texts with each other OR connecting a text to the outside world.

Level III (Synthesis Questions) Continued Please use the following stems in creating your Synthesis Questions: Imagine … What would happen if …? Hypothesize … Theorize … Speculate… How is Text similar to Outside World?

FOLLWING IS A SAMPLE SOCRATIC SEMINAR LESSON ON KARL MARX, WITH LEVEL I-III QUESTIONS… Note: It’s a good idea to start with a warm up (called a “ticket”) to see which students are prepared…

5-Minute Warm up for Socratic Seminar: Proudhon Vs. Marx Directions: In addition to your 5-paragraph essay on “The Communist Manifesto” Vs. “What is Property?”, I want you to write three critical thinking questions (NOT questions with yes/no responses) to be used during our Socratic Seminar on today!

Marx Vs. Proudhon Socratic Seminar Questions: 1) If you had a choice, would you rather live in a Marxist society or a Proudhonian society and why? Secondary question: Proudhon and Marx differ on their visions of the ideal society. What does each thinker propose? 2) Proudhon and Marx both describe the decline of modern capitalistic society. How do their views differ on the causes of this pending collapse? 3) Marx states the bourgeoisie produces its own “gravediggers.” Hence, “its fall and the victory of the proletariat are equally inevitable.” Do you agree with this? 4) In what ways does Proudhon criticize Marx? For example, how does communism cause “inequality” and the oppression of the strong by the weak? 5) Which vision of society would be more likely to succeed? Have attempts ever been made to achieve either vision? What historical examples can you think of?

The Leader: leader and participant. *dual role as Keeps the discussion focused on the text by asking follow-up questions helping clarify positions when arguments become confused involving reluctant participants

The Participants: •preparing • participating •sharing •supporting *carry the burden of responsibility for the quality of the seminar. There are four ways to do this: •preparing • participating •sharing •supporting

SET UP: Desks arranged in a circle. Text given in advance. Rules posted. Allow 45 minutes. Leader is ready with an opening question. Participants respond with textual evidence for support. Participants respond with questions to information   they hear. Students do not raise hands. Reflect and Debrief. Accountability through final written piece.

Expectations of Participants: Did I….. Speak loudly and clearly? Cite reasons and evidence for my statements? Use the text to find support? Listen to others respectfully? Stick with the subject? Talk to others, not just to the leader? Paraphrase accurately? Avoid inappropriate language? Ask questions to clear up confusion? Support others? Avoid hostile exchanges? Question others in a civil manner? Seem prepared?

REMEMBER: • Students need text in advance. • Seminars usually last approximately 45 minutes. • Questions: open-ended, lead to further questions,   open-core-closing, no right or wrong answer • Text Support • Fish Bowl technique for large classes • Accountability? Create an end product, rubrics, not   just on speaking • Discussion not Debate!

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