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

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

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

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

6. What is a Socratic Seminar? A Socratic seminar is a way of teaching founded by the Greek philosopher Socrates. Socrates believed that: students learn best by asking questions. It is the teacher’s job to moderate the discussion instead of leading the discussion.

7. What are Socratic Seminars? Usually range from 30-50 minutes – –An effective Socratic Seminar creates dialogue as opposed to debate.

8. Why do we have Socratic Seminars Socratic Seminars help us engage a text in class.Socratic Seminars help us engage a text in class. The thought process is when we work together to understand a text it will help everyone’s understanding.The thought process is when we work together to understand a text it will help everyone’s understanding.

9. Starting 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.

10. Starting Dialogue 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.

11. Dialogue is NOT Debate!

12. 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

13. 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

14. 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.

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

16. The Question An opening question has no right answer – –It reflects a genuine curiosity on the part of the leader. Should human embryos be cloned in order to save lives?

17. The Question 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.

18. 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.

19. The Leader Must be patient enough to allow participants’ understandings to evolve Be willing to help participants explore non- traditional insights and unexpected interpretations

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

21. The Participants Share responsibility for the quality of the seminar. Most effective when participants: –study the text closely in advance –listen actively

22. The Participants Most effective when participants: –share their ideas and questions in response to others –search for evidence in the text to support their ideas

23. Designing the Best At the end of a successful Socratic Seminar, participants often leave with more questions than they brought with them.

24. 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

25. SET UP: SET UP: Desks arranged in a circle. Text given in advance. 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.

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

27. Flashcard

28. Socratic Seminar Socratic comes from the name Socrates, a classical Greek philosopherSocratic comes from the name Socrates, a classical Greek philosopher Socrates believed that: students learn best by asking questionsSocrates believed that: students learn best by asking questions Seminars create dialogue not debate Participants share ideas and questions Participants search for evidence in the text to support ideas Participants do not raise hands