1. Socratic Seminar “The unexamined life is not worth living.”

2. SOCRATIC SEMINAR Not a teacher led class discussion Based on Socrates’ method of questioning, dialogues Questions are the driving force in thinking. Participants carry the burden of responsibility for the quality of the seminar. Participants listen actively and respond with more discussion and questions.

3. 1) READ THE ASSIGNED READING!!!!

4. 2) TAKE NOTES Write notes from your reading of the textbook or handout. You will be able to use your notes during the seminar. Cornell/Two-Column notes are beneficial. Do not rewrite the textbook!

5. 3) WRITE QUESTIONS Write 5 close-ended questions over the text. These are questions that have correct answers. Write 10 open-ended questions over the text. These questions have no real “right” answer. Use Bloom’s Taxonomy to write questions for our seminar. Use the entire chapter for your questions.

6. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

8. Knowledge collectdescribeidentifylist showenumeratetabulatedefine labelnameretellmatch Statequotereadtell recordreproducecopy select Examples: dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws

9. Comprehension associatecomparedistinguish extendinterpret predict differentiatecontrastdescribe discussestimategroup orderciteconvert summarizeexplaintrace paraphraserestate Examples: find meaning, transfer, interpret facts, infer cause & consequence, examples

10. Application applyclassifychangeillustrate demonstratecalculate completesolve modifyshowexperimentrelate discoveractadministerarticulate chartcollectcomputeconstruct determinedevelopestablishprepare producereportteachtransferuse Examples: use information in new situations, solve problems

11. Analysis analyzearrangeconnectdivideinfer separateclassifycomparecontrast explainselectorderbreakdown correlatediagramdiscriminatefocus illustrateinferoutlineprioritize subdividepoint out Examples: recognize and explain patterns and meaning, see parts and wholes

12. Synthesis combinecomposegeneralizemodify Inventplan substitutecreate designintegrate rearrange formulate adaptrewriteanticipatespeculate devisecompileexpresscollaborate Facilitatereinforcestructuresubstitute validateintervenenegotiatereorganize Examples: discuss "what if" situations, create new ideas, predict and draw conclusions

13. Evaluation assesscomparedecidediscriminate measureranktestconvince concludeexplaingradejudge appraisecriticizesupportsummarize defendpersuadejustifyreframe Examples: make recommendations, assess value and make choices, critique ideas

14. 4)DISCUSS We will sit in a circle. You will be the participants; I will observe. We will start with close-ended questions first then move on to the open-ended, more conversational questions. You may pass, but remember you are being graded. Build upon or add to someone else’s answer, don’t just repeat what they said.

15. RUBRIC You will be graded on your participation and preparation. Please see the rubric for grading the Socratic Seminar on my website.

16. RULES: In the seminar we… criticize ideas, but not people. give opinions, and give clear reasons for them. give examples when possible. ask questions about what we read, hear, or see for clarification. remain focused on the text. are willing to change our opinions with the addition of more information. speak freely – there is no need to raise hands, but be polite and don’t interrupt other people have a responsibility to participate.