Socratic Seminar
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What is Socratic Seminar?
"Socratic seminars are named after Socrates' belief in the power of asking questions, inquiry over information, and discussion over debate. Socratic seminars acknowledge the highly social nature of learning and align with the work of John Dewey, Lev Vygotsky, Jean Piaget, and Paulo Friere." (Filkins, n.d)
The goal of a Socratic seminar is for students to work together and help each other understand ideas, and values that are related to a specific text. Students facilitate a discussion around the ideas in the text, rather than sharing their opinions. By listening to each other, and discussing the meaning, the students work toward a shared understanding of the text, rather than debating or proving a particular argument. The purpose is not to debate, persuade, or have personal reflection, but instead to focus on developing a shared meaning of a text. (http://www.facinghistory.org)
The goal of a Socratic seminar is for students to work together and help each other understand ideas, and values that are related to a specific text. Students facilitate a discussion around the ideas in the text, rather than sharing their opinions. By listening to each other, and discussing the meaning, the students work toward a shared understanding of the text, rather than debating or proving a particular argument. The purpose is not to debate, persuade, or have personal reflection, but instead to focus on developing a shared meaning of a text. (http://www.facinghistory.org)
Benefits of Using Socratic Seminar
Socratic Seminar can have many benefits such as:
(http://paideia.org)
(http://paideia.org)
- Improve student achievement in core Language Arts skills, Reading, Speaking, and Listening, and Writing
- Increased student motivation because students are able to formulate and express their own ideas
- A more respectful school culture with fewer behavioral problems because student learn communication skills and struggle less with boredom
What are the steps to teaching a Socratic Seminar?
Listed below are the steps that you will need to follow to facilitate a Socratic Seminar in your classroom (Filkins, n.d.)
Step One: Select the appropriate text
Select a text that allows for interpretation and discussion. If the text is too simple or straightforward there will not be enough for the students to discuss. The text should be not be too long, to allow enough time for discussion. A short story or a pair of contrasting documents in a social studies class are good examples of text.
Step Two: Prepare students for the Seminar
Tell students ahead of time that they will be expected to participate in the seminar. Make sure they understand that they will be referring back to the text during the discussion, so handing out sticky notes for them to use while reading will make it easier for them to organize and highlight key points.
Step Three: Prepare the questions
Eventually students will be given the responsibility for leading the entire session, however, in the beginning the teacher will need to fill the role of the discussion leader. After the procedure is modeled and practiced over time, the students will be able to take on this role. To begin, the teacher should develop as many open-ended questions as possible. Try to start and end with questions that relate more directly to student's lives so the conversation can be related to real life experiences.
Step Four: Establish Student Expectations
Students should develop norms that they can agree on. Since inquiry and critical thinking are a key component to socratic seminar, students will need to differentiate between behaviors that characterize debate and those that characterize discussion. The goal is not to persuade or debate, but to grow from each other's responses.
Step Five: Establish your role
In the beginning, the teacher will help develop the questions, but the teacher should not see him or herself as an active participant in the discussion. The role of the teacher is to give reminders to refocus on the text, or redirect, not to correct or comment on the students responses.
Step Six: Assess Effectiveness
Socratic seminars assessment is based on reflection of the students and teachers. Measuring the degree of text-centered student talk and reflective writing asking students to describe their participation and set of goals for future seminars can be effective as well. The process of gaining inquiry and participation in critical thinking and reflection is the goal.
Step One: Select the appropriate text
Select a text that allows for interpretation and discussion. If the text is too simple or straightforward there will not be enough for the students to discuss. The text should be not be too long, to allow enough time for discussion. A short story or a pair of contrasting documents in a social studies class are good examples of text.
Step Two: Prepare students for the Seminar
Tell students ahead of time that they will be expected to participate in the seminar. Make sure they understand that they will be referring back to the text during the discussion, so handing out sticky notes for them to use while reading will make it easier for them to organize and highlight key points.
Step Three: Prepare the questions
Eventually students will be given the responsibility for leading the entire session, however, in the beginning the teacher will need to fill the role of the discussion leader. After the procedure is modeled and practiced over time, the students will be able to take on this role. To begin, the teacher should develop as many open-ended questions as possible. Try to start and end with questions that relate more directly to student's lives so the conversation can be related to real life experiences.
Step Four: Establish Student Expectations
Students should develop norms that they can agree on. Since inquiry and critical thinking are a key component to socratic seminar, students will need to differentiate between behaviors that characterize debate and those that characterize discussion. The goal is not to persuade or debate, but to grow from each other's responses.
Step Five: Establish your role
In the beginning, the teacher will help develop the questions, but the teacher should not see him or herself as an active participant in the discussion. The role of the teacher is to give reminders to refocus on the text, or redirect, not to correct or comment on the students responses.
Step Six: Assess Effectiveness
Socratic seminars assessment is based on reflection of the students and teachers. Measuring the degree of text-centered student talk and reflective writing asking students to describe their participation and set of goals for future seminars can be effective as well. The process of gaining inquiry and participation in critical thinking and reflection is the goal.
Here are two examples of how Socratic Seminar can be used in various content areas
Socratic seminar is a strategy that could be used in any content area, to facilitate discussion on a certain topic. Here are two examples of content areas that socratic seminar may be used.
Science
If the topic is related to a new medical procedure that may help cancer patients, the article selected would allow for students to demonstrate inquiry and critical thinking in reviewing all of the details of the procedure. The students would first read the article, while taking notes, highlighting, or using sticky notes to mark key points. Next, the discussion questions could be started by the teacher or student group leader. All students would gain knowledge by adding to the discussion, while quoting the text during the discussion. The benefit is that students would hear different perspectives and deepen their understanding of the text.
Reading/English
Socratic seminar could be used in reading a short story. The students would follow the same procedure but this time the discussion could be related to character development, plot, conflict, etc. Students would use the text to quote and explain their ideas based on facts that they have read.
Science
If the topic is related to a new medical procedure that may help cancer patients, the article selected would allow for students to demonstrate inquiry and critical thinking in reviewing all of the details of the procedure. The students would first read the article, while taking notes, highlighting, or using sticky notes to mark key points. Next, the discussion questions could be started by the teacher or student group leader. All students would gain knowledge by adding to the discussion, while quoting the text during the discussion. The benefit is that students would hear different perspectives and deepen their understanding of the text.
Reading/English
Socratic seminar could be used in reading a short story. The students would follow the same procedure but this time the discussion could be related to character development, plot, conflict, etc. Students would use the text to quote and explain their ideas based on facts that they have read.
Video demonstrations for Socratic Seminar
This video demonstrates how to use Socratic seminar in the classroom. It is a great resource because it goes through the steps of how to prepare, as well as the procedure on how to facilitate the seminar. I like the video because it provides examples of sentence frames that you can give to your students to lead the discussion and how to clarify questions in a respectful manner. This is a great video to watch prior to using a socratic seminar in your class. |
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This video shows the viewer how a socratic seminar is used in a science classroom. The teacher discusses the procedure and steps for using socratic seminar in class. She walks through a discussion that was facilitated in class. This video is a great way to see how students all participate and interact during a socratic seminar. The teacher in the video discusses how she assesses students. She explains that assessment is based on participation in the seminar and reflection on what knowledge they have gained by being a part of the seminar. |
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Socratic Seminar and Writing - What is the connection?
Socratic seminar can directly help students with their writing skills as well as comprehension and communication. The writing standard that correlates well to socratic seminar is 6.7.9.9. This standard states that students should draw evidence from literary or informational texts to support analysis, reflection, and research. While students are participating in a socratic seminar they will be listening to others and taking note of evidence that backs up each other's statements. When the socratic seminar is complete, and students are asked to write about a topic, they will have more information and knowledge based off of the information presented in the socratic seminar.