1. Philosophical Chairs
Introductory Slide

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3. Norms Ask questions. Engage fully. Integrate new information.
Open your mind to diverse views.
Utilize what you learn.
Review Norms
Learn more about the Standards for Professional Learning at

4. AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
TALKING POINTS: (approved C&L (Mullen, Lozano, Friou) )
The AVID College Readiness System, available for elementary, secondary, and higher education, is a schoolwide transformational effort focused on instruction, systems, leadership, and culture, and is designed to increase the number of students who enroll and succeed in higher education and in their lives beyond high school. 
The AVID College Readiness System is a catalyst for developing a school culture that closes the expectation and opportunity gaps many students face, and prepares all students for success in a global society.
AVID Elementary is a foundational component for elementary schools, designed as an embedded, sequential academic skills resource.  It is intended for non-elective, multi-subject, multi-ability level classrooms.
-Through the use of WICOR and an explicit focus on high expectations, rigor, and developing a college readiness culture, educator behaviors and mindsets will prepare all students to be on a college readiness path.
AVID Elementary’s core focus is on grades 3 through 5 or 6 (depending on configuration of the school) with on-ramps provided for K-2 teachers.
At the high school and middle level, AVID impacts an entire school system by transforming the instruction, systems, leadership, and culture of a school. At the core of AVID at the high school and middle level is the AVID Elective class where students are enrolled in a school’s most rigorous classes, such as Advanced Placement® (AP) and receive support in the AVID Elective class—taught within the school day by a trained AVID teacher. The goal of AVID at the secondary level is to ensure college readiness for all AVID Elective students and improved academic performance for all students based on increased opportunities.
AVID for Higher Education partners with institutions of higher education by providing AVID professional learning and support systems that result in increased student learning, persistence, and graduation.
Each component in the AVID College Readiness System has continuity to the next through the basic tenets of AVID that include Essentials, WICOR, and a site team. 4

5. Essential Question
How can we engage students appropriately in rigorous debate using collaboration and deep reading strategies?
Ask participants to write the Essential Question on their Cornell Note paper, found at the back of the handout packet.
Point out that the Essential Question targets several AVID Essentials.

6. Objectives Collaborate with colleagues
Understand the Rules of Engagement of Philosophical Chairs
Understand the role of the Mediator
Participate in a Philosophical Chairs Debate
Apply using a text
Debrief and Evaluate
Objectives
Collaborate with colleagues
Understand the Rules of Engagement of Philosophical Chairs
Understand the role of the Mediator
Participate in a Philosophical Chairs Debate
Apply using a text
Debrief and Evaluate

7. Philosophical Chairs
“An organized dialogue that helps students develop the ability to give careful attention to other students’ comments and to actively engage in constructive dialogue with one another”
Inquiry and collaboration are inherent in Philosophical Chairs.
Writing and reading are easily incorporated into the prework for Philosophical Chairs.
A great prewriting activity - allows students to gain and develop a variety of ideas about a topic.
Numbered Heads Activity (see page 181 in SSP):
At tables, have participants number off 1-4
Give participants time to read through the slide information
Give time for table talk about:
How is WICOR incorporated into Philosophical Chairs?
After three minutes, have all number 2’s stand; have each one share one WICOR strategy found in Philosophical Chairs.
How is Philosophical Chairs different from other group discussions?
After 3 minutes, have all number 4’s stand; have each one share an example of how Philosophical Chairs is different from other group discussions?
What questions do you still have about Philosophical Chairs?
After 3 minutes, have all number 1’s stand; have each one share a question discussed by the group.

8. The 11 Essentials Implementing AVID The AVID Elective Supporting AVID
1. Student Selection
2. Voluntary Participation
3. AVID Elective During School
Implementing AVID
4. Rigorous Curriculum
5. Organization
6. Reading and Writing Curriculum
7. Inquiry and Collaboration
8. Trained Tutors
The AVID Elective
9. Data Collection & Analysis
10. Resource Commitment
11. Active Interdisciplinary Site Team
Supporting AVID
Point out that this workshop addresses Essentials 5, 6, 7!

9. Classroom Set Up
Class is divided into those who agree with the statement
. . . and those who disagree with the statement
Direct Instruction: Classroom Set Up
*Remind participants that they will receive a packet at the end of the training with all of this information included, so they do not need to write down what is on the slide*
Explain the typical set up, and options to that typical set up (see page 186 in SSP Packet).
Say: It is recommended that you begin this activity with just two sides. If students have difficulty choosing a side to begin, encourage them to sit on the side that they agree with most even if they do not completely agree. Once students are accustomed to this format, you may choose to add this addition component: You may add a third section of seats with a few chairs for students who are undecided. This section is placed between the two opposing sides.
Say: Students may move from the sides that agree or disagree with the statement to the undecided section if they wish. Before you end the discussion, require that all students still seated in the undecided zone move to one side or the other depending on which they believe made the most compelling arguments.

10. The Mediator Remains neutral Calls on sides to speak
May paraphrase arguments made by each side for clarification
Ensures participation by as many students as possible
Direct instruction:
Review the role of the mediator (see page 186 in SSP)

11. Rules of Engagement Understand the statement and choose a side.
Listen carefully when others speak and seek to understand their argument even if you don’t agree.
Wait for the mediator to recognize you before you speak; only one person speaks at a time.
You must first summarize briefly the previous speaker’s arguments before you make your response.
Direct Instruction/Brief Overview: Rules of Engagement
Have participants review the slide information.
Then, ask participants why each bullet point might be important to a successful PhCh.
Be sure to emphasize the last point, “you must first summarize briefly the previous speaker’s arguments before you make your response.”
This is the hardest behavior to do with consistency in PhCh.

12. Rules of Engagement
Be sure that when you speak, you address the ideas, not the person stating them.
Keep an open mind and move to the other side or the undecided section if you feel that someone made a good argument or your opinion is swayed.
Support the mediator by maintaining order and by NOT dominating the Philosophical Chairs debate.
Direct Instruction/Brief Overview: Rules of Engagement
Have participants review the slide information.
Then, ask participants why each bullet point might be important to a successful PhCH.
Be sure to emphasize the last point, “by NOT dominating the Philosophical Chairs debate.”
This is the hardest behavior to do with consistency in PhCh.
*An idea to ensure that everyone has a chance to speak –
Talking Chips (see page 182 in SSP Packet) *
Each student gets 2 talking chips. When a student speaks, they must give up one of their chips. When the same student has spoken twice, they may not speak again until everyone has spoken.
The Mediator can call on students who still have chips by asking them “What do you think?” or “Do you agree or disagree with the statement just made?”

13. Central Statement Only
Children and teens under the age of 18 should be prohibited from purchasing “energy drinks.”
Central Statement Only
Explain that PhCh differs from Socratic Seminar in that it is not dependent on a text, but the reading of some text before engaging in the activity can only enhance the process. PhCh focuses on a central statement or topic that is controversial. Statements should be relevant to both your students’ lives and grade levels. Current events make great PhCh topics.
Explain that this Central statement reflects a recent current event. Central statements can be content driven, current even driven, or skill driven.
Active Participation:
Ask for a volunteer to act as mediator (remind reluctant participants that if we expect our students to actively engage in the activity, then we should expect that from our teachers). Review the role of the mediator with the volunteer (see notes below).
Ask participants to consider the Statement, and on Student Handout 12.1 Philosophical Chairs Preparation (see page 190 in SSP Packet), have them write a brief response/reaction to the central statement.
Once a mediator is chosen, ask participants to stand up and choose a side (should use “yes”, “no” and “undecided” as your sides).
The mediator recognizes someone from the side of the classroom who agrees with the central statement to begin the discussion with an argument in favor of the position stated.
Next, the mediator will recognize someone from the other side to respond to the argument. This continues throughout the activity and part of the job of the mediator is to ensure participation by as many students (participants) as possible and to keep just a few students from dominating the discussion. Use Talking Chips to ensure that this does not happen.
Students (participants) may freely switch sides as the debate continues, or the mediator can stop the discussion and ask students to move if they feel compelled to do so.
After about 10 to 15 minutes, have the mediator ask for a final statement from each side and bring the discussion to a close.

14. The Written Evaluation
Using the Philosophical Chairs Written Evaluation Sheet, answer questions 1-5 in your table group.
The Written Evaluation
Ask participants to return to their home table group.
Without discussion or debrief, ask participants to complete Student Handout 12.3 Philosophical Chairs Written Evaluation Sheet (see page 192 in SSP Packet).
After a few moments, ask for volunteers to share their responses to questions 1-5 with the whole group. Only take two volunteers per question to save time.

15. Central Statement with Text
Children and teens under the age of 18 should be prohibited from purchasing “energy drinks.”
Central Statement with Text
Same Central Statement, but this time, participants will use a text to support their Philosophical Chairs Debate.
Give each participant a copy of AVID Weekly article, “Energy Drink Ingredients May Post Risk to Children, Study Says.”

16. Marking the Text Directions:
Number each paragraph of the text before reading.
Read the text.
Reread the text and do the following:
Circle key terms, names of people, names of places or dates
Underline the author’s claims, arguments, and/or assertions
Marking the Text
Review Marking the Text with the class.
Have them review the instructions posted on the slide.
Number the paragraphs together as a class to ensure that every participant identifies the number of paragraphs correctly.
Before beginning Marking the Text and the Brainstorm, be sure to define Arguments, Claims, Assertions. Don’t take for granted that participant truly understand these terms. Remember, they have to take this back and teach it to their students.
Then, have them follow the instructions posted. Give participants 15 minutes to do this (one exception – have participants read the article only once, marking as they read. Instructions say to read, then reread. For the sake of time, don’t have them reread unless they absolutely have to. However, in the classroom, we do want our students to read, and then reread).

17. Marking the Text
Student sample of Marking the Text

18. Group Brainstorm Group Brainstorm
Think Pair Share: After each participant has Marked the Text, ask partners to share what they underlined (arguments, claims, assertions).
Table Discussion: At each table, ask one person to create the table chart shown on the slide. At each table, brainstorm a list of arguments, claims and assertions that were NOT previously used/expressed in the Philosophical Chairs debate (list reflects NEW ideas only).

19. Discuss . . .
How would using a text enrich the Philosophical Chairs debate experience?
What new arguments, claims and/or assertions would have been made using the article?
When and Why would using a text be appropriate and necessary? Conversely, when would it be inappropriate or unnecessary?
Discuss
Table Discussion: At your table, with chart in hand, discuss the three questions posted on the slide. Spend about 3 minutes on each question.
How would using a text enrich the Philosophical Chairs debate experience?
What new arguments, claims and/or assertions would have been made using the article?
When and Why would using a text be appropriate and necessary? Conversely, when would it be inappropriate or unnecessary?
Whole Group Discussion: Ask for volunteers to share their groups’ response to each question.

20. Classroom Application
“How would you use Philosophical Chairs in your classroom?”
Inner/Outer Circle: How would you use Philosophical Chairs in your classroom?
Classroom Application: Inside/Outside Circles (see page 177 in SSP Packet)
Take the whole group outside or into a hall way, or if the room is big enough, to the other side of the room.
Divide the participants into two equal groups.
Place half the group in the inner circle directly facing a member of the second half of the group in an outer circle.
Provide a limited amount of time for the partners to discuss, “How would you use Philosophical Chairs in your classroom?”
Have the outer circle move to the left (or right) two or three partners down. Repeat the question again, this time with new partner, and hopefully new insight as you talk with more people.
Return to home table groups.

21. Essential Question Revisited
How can we engage students appropriately in rigorous debate using collaboration and deep reading strategies?
Return to the Essential Question and do the Reflection:
Three rigorous instruction strategies noted in this workshop
Two things you will change about the way you currently do PhCh
One Ah! moment

22. Rigor Defined AVID’s Definition of Rigor:
“Using inquiry-based, collaborative strategies to challenge and engage students in content resulting in increasingly complex levels of understanding”
Optional if there is time - Making a Connection between Philosophical Chairs and Rigor:
Rigor Defined
AVID’s definition of rigor is: “Using inquiry-based, collaborative strategies to challenge and engage students in content resulting in increasingly complex levels of understanding”
Say: Our goal as educators is to provide content material through rigorous instruction. One way of doing that is through Philosophical Chairs.
Think Pair Share: Which word in the definition best reflects Philosophical Chairs as an instructional strategy?
Give them one minute to discuss, then ask for volunteers to share their word. No discussion, just sharing.

23. Ask Yourself . . . What Does Rigor Look Like in the Class Room?
Are students actively engaged in the material or with the text?
What opportunities have been made available for processing and reflection?
What Does Rigor Look Like in the Class Room?
Optional if there is time - Discussion: A way to determine if what we are doing is rigorous:
Ask yourself, “What does rigor look like in my classroom?
Are students actively engaged in the material or with the text?
What opportunities have been made available for processing and reflection?
Does Philosophical Chairs as an instructional strategy allow you to answer these questions in a positive way?

24. Thank You!
Please complete the training evaluation before you leave today!
Hand out training evaluation.

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