2. Socratic Seminar: The Power of Dialogue Gifted Institute Millersville University June 2010 June 2010 Patrice Hazlett Carolyn Hoy Cindy Snyder

3. Background Socrates Socrates The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent thinking. The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent thinking.

4. What is Socratic Seminar? Socratic questioning recognizes that questions, not answers, are the driving force in thinkingSocratic questioning recognizes that questions, not answers, are the driving force in thinking It is a teaching strategy to encourage students to engage in critical thinking, listening, communicating, and wonderIt is a teaching strategy to encourage students to engage in critical thinking, listening, communicating, and wonder It is a forum in which students determine the flow of classroom discussion and teachers serve as facilitatorsIt is a forum in which students determine the flow of classroom discussion and teachers serve as facilitators

5. What is Socratic Seminar? It encourages an atmosphere of intellectual engagement, cooperation, and conversation where students learn the difference between Dialogue and DebateIt encourages an atmosphere of intellectual engagement, cooperation, and conversation where students learn the difference between Dialogue and Debate The goal is not to answer a question, but to generate more questionsThe goal is not to answer a question, but to generate more questions It is devoted to making meaning more than mastering information It is devoted to making meaning more than mastering information

6. 4 Essential Elements of Socratic Seminars The Text: chosen for its richness and ability to stimulate thoughtful dialogue The Text: chosen for its richness and ability to stimulate thoughtful dialogue The Question: has no right answer but does lead the group back to the text The Question: has no right answer but does lead the group back to the text The Teacher: is both a leader and a participant The Teacher: is both a leader and a participant The Participants: study the text, listen actively, and share ideas The Participants: study the text, listen actively, and share ideas

7. Choosing the Text Begin with a short text Begin with a short text Build up to multiple texts, poems, paintings, videos etc. Build up to multiple texts, poems, paintings, videos etc. Multiple texts should offer a variety of perspectives Multiple texts should offer a variety of perspectives Text should be relevant to unit of study Text should be relevant to unit of study

8. Difference between Dialogue, Debate, and Discussion Dialogue CollaborativeCollaborative Works toward a shared understandingWorks toward a shared understanding Open to changing viewsOpen to changing views Seeks not to offendSeeks not to offend Remains open-endedRemains open-ended DivergentDivergent Debate/Discussion Debate/Discussion Competitive and oppositionalCompetitive and oppositional Listen for flawsListen for flaws Defend one’s positionDefend one’s position Leads to one “right” answer or conclusionLeads to one “right” answer or conclusion ConvergentConvergent

9. The Teacher’s Role Formulate provocative and open-ended questionsFormulate provocative and open-ended questions Add clarifying or sustaining responsesAdd clarifying or sustaining responses Don’t lectureDon’t lecture Don’t let dialogue wanderDon’t let dialogue wander Neither praise nor put downNeither praise nor put down Facilitate closingFacilitate closing Design a reflective pieceDesign a reflective piece

10. The Students’ Responsibilities Refer to text for evidenceRefer to text for evidence Be preparedBe prepared Direct comments toward the groupDirect comments toward the group Listen carefully and respectfullyListen carefully and respectfully Discuss ideas rather than opinionsDiscuss ideas rather than opinions Paraphrase peers’ ideas before respondingParaphrase peers’ ideas before responding Make eye contact with peersMake eye contact with peers

11. Facilitating Thoughtful Dialogue Conducting successful seminars requires a shift from a monologic to a dialogic classroom Conducting successful seminars requires a shift from a monologic to a dialogic classroom

12. Monologic and Dialogic C lassrooms Monologic Teacher holds the knowledge Teacher holds the knowledge Teacher poses the questionsTeacher poses the questions Students respond to teacherStudents respond to teacher Teacher evaluates student responsesTeacher evaluates student responsesDialogic Teachers and students construct knowledgeTeachers and students construct knowledge Teacher and students pose questionsTeacher and students pose questions Students respond to each otherStudents respond to each other Class evaluates ideas and reaches consensusClass evaluates ideas and reaches consensus

13. Socratic Seminar and Differentiation Center seminars around themes or concepts rather than specific materials (readiness) Center seminars around themes or concepts rather than specific materials (readiness) Assign preparatory readings at varying levels of difficulty, linked by a common theme (readiness) Assign preparatory readings at varying levels of difficulty, linked by a common theme (readiness) Ask questions requiring a variety of kinds of perspectives/expertise/knowledge (interest/readiness/learning profile) Ask questions requiring a variety of kinds of perspectives/expertise/knowledge (interest/readiness/learning profile) Integrate “break-out” groups into the seminar format (interest/learning profile) Integrate “break-out” groups into the seminar format (interest/learning profile) Differentiate follow-up activities (interest/readiness/learning profile) Differentiate follow-up activities (interest/readiness/learning profile)

14. Effective Pre-seminar Activities Pre-seminar activities help kids make personal connections, activate prior knowledge, increase motivation and interest, and become personally knowledgeable about the topic.

15. Pre-seminar Strategies Reader Response Reader Response Free Writing Activities Free Writing Activities Webbing Webbing Personal or Group Research Personal or Group Research

16. Effective Post-seminar Activities Post-seminar activities help kids make personal connections based on the insights gained during the seminar and apply these connections to their own lives. Post-seminar activities help kids make personal connections based on the insights gained during the seminar and apply these connections to their own lives.

17. Post-seminar Activities Journal WritingJournal Writing Self-assessment NarrativesSelf-assessment Narratives Authentic Follow-up ProjectsAuthentic Follow-up Projects

18. Seminar Example Topic: A New Land Purpose: To begin a unit on exploration Students read stories about Columbus’ discovery of America, differentiated according to reading level Students read stories about Columbus’ discovery of America, differentiated according to reading level

19. Seminar Questions What does it mean to “explore” something? What does it mean to “explore” something? What can we gain by “exploring” something? What can we gain by “exploring” something? Is “discovery” always a good thing? Is “discovery” always a good thing? Why do think people like to explore and discover? Why do think people like to explore and discover? Do you think other creatures in nature like to explore and discover, or does this seem to be something that only humans like to do? Do you think other creatures in nature like to explore and discover, or does this seem to be something that only humans like to do? Should there be rules about exploring and discovery? Should there be rules about exploring and discovery?

20. Seminar Example Topic: Genetic Engineering Lesson Sequence Students read different articles about the ethics of genetic engineering- one from a popular magazine or newspaper, one from a high school textbook, and one from an advanced scientific journal Students read different articles about the ethics of genetic engineering- one from a popular magazine or newspaper, one from a high school textbook, and one from an advanced scientific journal Students do a “quick write/I think” reaction to the reading in their journals Students do a “quick write/I think” reaction to the reading in their journals

21. Seminar Questions Should there be limits to scientific experimentation?Should there be limits to scientific experimentation? Who has the right to decide what those limits should be?Who has the right to decide what those limits should be? What are some of the possible benefits and consequences of genetic engineering?What are some of the possible benefits and consequences of genetic engineering? What makes humans continually push forward the boundaries of knowledge?What makes humans continually push forward the boundaries of knowledge?

22. Resources http://www.greece.k12.ny.us/instruction/ela/Socratic Seminars/criteria4questions.htmhttp://www.greece.k12.ny.us/instruction/ela/Socratic Seminars/criteria4questions.htmhttp://www.greece.k12.ny.us/instruction/ela/Socratic Seminars/criteria4questions.htmhttp://www.greece.k12.ny.us/instruction/ela/Socratic Seminars/criteria4questions.htm http://www.middleweb.com/Socratic.htmlhttp://www.middleweb.com/Socratic.htmlhttp://www.middleweb.com/Socratic.html https://moodle.hempfieldsd.org/https://moodle.hempfieldsd.org/

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