Background Elfie Israel defines Socratic seminars and implies their rich benefits for students:The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly (89).
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. A prepared discussion is going to follow this same type of thinking.
This process encourages divergent thinking rather than convergent. Students are given opportunities to “examine” a common piece of text, whether it is in the form of a novel, poem, art print, film, or piece of music through the interaction of open-ended questions.
The goal of a prepared discussion is for students to actively engage in dialogue with the teacher(or discussion leader) as well as with one another. Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate.
Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, one teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than “the answer.” Participants in a prepared discussion respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to “paraphrase” essential elements of another’s ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the eyes and use each other’s names. This simple act of socialization reinforces appropriate behaviors and promotes team building.
Standards Assessed
SL.11-12. 1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL.11-12.1c.Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. SL.11-12.2.Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL. 11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Nov. 19-13 SWBAT develop educated opinions and speak effectively by preparing through Socratic seminar through research and study.
Nov. 16 SWBAT Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Socratic Seminar Discussion Questions will be checked
Socratic Seminar: Group 1 Inner Circle
Group 2 Outer Circle (evaluate Group 1)
Group 1 complete Socratic Seminar reflection
Nov. 17SWBAT Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.