Transcript Socratic Seminar

Socratic Seminar
Overview, Guidelines and
More!
A Brief History
Socrates, a philosopher born in Athens in 469 BC, developed a
method of discussion known as the Socratic dialectic. He
encouraged participants to sit in a circle and draw knowledge from
the group by presenting a series of deeply philosophical questions.
He did not look for correct answers, but rather expanded his
knowledge from what others knew.
He believed that the soul was the heart of consciousness and moral
character; basically this made each person unique. He also believed
that all people should understand his/her own “true self”.
He made many enemies due to his questioning ways of the
Athenian religious and political institutions. He was convicted of
heresy and drank a cup of hemlock that was given to him.
What is Seminar?
Socratic Seminar is a discussion of text based on questions. The text can be
from any content area: literary genres, works of art, musical pieces,
mathematical theories, scientific demonstrations, historic documents and
visual performances.
Students conduct a seminar in a circular fashion, with an outer and inner circle.
The outer circle is for participants who will annotate the discussion or evaluate
student performance. The inner circle consists of students engaged in the
textual discussion. All students will participate in both circles throughout the
year.
Each participant receives a number of “speech tokens” to utilize during the
seminar. These tokens symbolize the number of opportunities the participant
can speak. Students are expected to utilize all tokens and not exceed the
number given.
4 “Musts” of Seminar
1. Text can come from any area.
2. Discussion reflects genuine curiosity-no
“right” answer.
3. Leader offers initial question & then plays
a dual role of leader/participant.
4. Participants must study text in advance,
listen actively, share ideas using
evidence from text.
Participant Guidelines
Before Seminar:
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Students are to complete all pre-seminar activities.
Students are to study text prior to seminar.
During Seminar:
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Refer to text when needed during the discussion. You are not expected to memorize text, but rather
understand issues, ideas, and values reflected in text.
It’s okay to pass when asked to contribute.
Do not participate if you are not prepared. A seminar is not a bull session.
Do not stay confused; ask for clarification.
Don’t raise hands; take turns speaking.
Listen carefully.
Speak up so all can hear you.
Talk to each other, not just the teacher or leader.
Discuss ideas rather than each other’s opinions.
Make eye contact with the person speaking.
Be aware of body language.
Teacher Role
• Creates environment for seminar-circular seating,
lighting and music
• Chooses text
• Performs role of leader for first seminar
• Provides pre-seminar activities to enable students to
make connections
• Provides support in 3 ways during seminar: start
discussion, encourage speech, keep students on track
• Provides post seminar written activity
• Decides method of student evaluation (teacher, peer or
self)
Which types of questions work for a Seminar?
These are the qualities of the types of
questions needed for a seminar:
Point to the heart of the topic and its
controversies
Generate multiple answers/perspectives
Casts new light on old knowledge
Based on text-to-text, text-to-world and textto-self connections
What a Seminar Is NOT
A debate
An attack on the opinions of
others
A judgment of others’ thoughts
A series of side conversations
Body Language Decipher
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Folded Arms= Not willing to listen
Sighing= Boredom/Not interested
Eye Rolling= Disbelief
Head Nodding/Tilting= Pre-forming Opinion
Squinting/Furrowed Brow= Opposing view
Tapping Fingers/Feet= Impatience
Dialogue Vs. Debate
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Collaborative-multiple sides work toward
understanding
Participant listens to understand, make
meaning and find common ground
Creates open-minded attitude-openness
to being wrong and to change
Expect others’ reflections will improve
thinking not threaten it
Temporarily suspending one’s beliefs
Search for strength in all positions
Seek NOT to alienate or offend
participants
Cooperation can lead to greater
understanding
Remains open-ended-does not require a
final solution or conclusion
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Oppositional-2 opposing sides try to prove
each other wrong
Participant listens to find flaws and spot
differences
Creates close-minded attitude;
determination to be right
Defends on thinking and challenges other
person to be right
Invest strongly in own beliefs
Search for weakness in other positions
Argues opposite views and may belittle
other participants
Assumes single right answer that
someone already has
Demands a conclusion