Scribd Logo
Upload

Welcome to Scribd!

  • 350 views

    Socratic Seminar

    Uploaded by

    api-279943097
    This document provides information about conducting a Socratic seminar. It begins by explaining that a Socratic seminar is a method of discussion based on Socrates' belief that it is more important for students to think critically for themselves rather than simply receive answers. In a Socratic seminar, students engage in thoughtful dialogue about a common text to gain deeper understanding. They are encouraged to suspend biases and ask open-ended questions. Proper dialogue techniques like respectful listening and paraphrasing others' ideas are emphasized. The document outlines the steps students should take before, during, and after a Socratic seminar, including preparing questions and reflections. It provides guidelines for civil discussion and questioning techniques to further understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Socratic Seminar

    Uploaded by

    api-279943097
    350 views12 pages
    This document provides information about conducting a Socratic seminar. It begins by explaining that a Socratic seminar is a method of discussion based on Socrates' belief that it is more important for students to think critically for themselves rather than simply receive answers. In a Socratic seminar, students engage in thoughtful dialogue about a common text to gain deeper understanding. They are encouraged to suspend biases and ask open-ended questions. Proper dialogue techniques like respectful listening and paraphrasing others' ideas are emphasized. The document outlines the steps students should take before, during, and after a Socratic seminar, including preparing questions and reflections. It provides guidelines for civil discussion and questioning techniques to further understanding.

    Original Title

    socratic seminar

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides information about conducting a Socratic seminar. It begins by explaining that a Socratic seminar is a method of discussion based on Socrates' belief that it is more important for students to think critically for themselves rather than simply receive answers. In a Socratic seminar, students engage in thoughtful dialogue about a common text to gain deeper understanding. They are encouraged to suspend biases and ask open-ended questions. Proper dialogue techniques like respectful listening and paraphrasing others' ideas are emphasized. The document outlines the steps students should take before, during, and after a Socratic seminar, including preparing questions and reflections. It provides guidelines for civil discussion and questioning techniques to further understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    350 views12 pages

    Socratic Seminar

    Uploaded by

    api-279943097
    This document provides information about conducting a Socratic seminar. It begins by explaining that a Socratic seminar is a method of discussion based on Socrates' belief that it is more important for students to think critically for themselves rather than simply receive answers. In a Socratic seminar, students engage in thoughtful dialogue about a common text to gain deeper understanding. They are encouraged to suspend biases and ask open-ended questions. Proper dialogue techniques like respectful listening and paraphrasing others' ideas are emphasized. The document outlines the steps students should take before, during, and after a Socratic seminar, including preparing questions and reflections. It provides guidelines for civil discussion and questioning techniques to further understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 12

    AVID Socratic Seminar

    Socrates, a Classical Greek philosopher, was convinced that the surest way to attain
    reliable knowledge was through the practice of disciplined conversation. He called
    this method dialectic, meaning the art or practice of examining opinions or ideas
    logically, often by the method of question and answer, so as to determine their validity.
    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. A Socratic Seminar is a method to try to understand information by creating a dialectic in
    class in regards to a specific text. In a Socratic Seminar, participants seek deeper understanding of
    complex ideas in the text through rigorously thoughtful dialogue. 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, or piece of music. After "reading" the common text "like a love letter",
    several questions are posed -- primarily open-ended, world connection, universal theme, and
    literary analysis questions. Such 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, once 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 Socratic Seminar 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 names. This simple act of socialization reinforces
    appropriate behaviors and promotes team building.
    BEFORE SOCRATIC SEMINAR
    1. Read the text and Talk to the Text (10 pts)
    2. Fill out the Socratic Seminar Preparation Worksheet (10 pts)
    3. Fill out the Socratic Seminar Questions Worksheet (10 pts)
    DURING SOCRATIC SEMINAR
    1. Have Text, Socratic Seminar Preparation Worksheet, and Socratic Seminar Questions
    Worksheet out on your desk.
    2. If in the inner circle, you will participate in a dialogue during the Socratic Seminar. (30 pts)
    3. If in the outer circle, you will be assigned a partner that you will observe when they are in
    the inner circle. Fill out the observation form. You must turn in the form that you filled out
    for your partner. (20 pts)
    AFTER SOCRATIC SEMINAR
    1. Socratic Seminar Debrief (10 pts)
    2. Socratic Reflective Writing (10 pts)
    Underlined papers must be stapled and turned in (in the order above). (100 pts total)
    1

    Dialogue and Debate


    Dialogue
    Dialogue is collaborative; multiple sides
    work toward a shared understanding.

    Debate and/or Discussion


    Debate is competitive and/or oppositional;
    two opposing sides try to prove each other
    wrong.
    In debate, one listens to find flaws, to spot
    differences, and to counter arguments.

    In dialogue, one listens to understand, to


    make meaning, and to find common
    ground.
    Dialogue enlarges and possibly changes a
    participant's point of view.
    Dialogue creates an open-mined attitude;
    an openness to being wrong and an
    openness to change.
    In dialogue, one submits one's best
    thinking, expecting that other people's
    reflections will help improve it rather than
    threaten it.
    Dialogue calls for temporarily suspending of
    one's beliefs.
    In dialogue, one searches for strengths in
    all positions.
    Dialogue respects all the other participants
    and seeks not to alienate or offend.
    Dialogue assumes that many people have
    pieces of answers and that cooperation can
    lead to workable solutions.
    Dialogue remains open-ended.
    Dialogue is mutual inquiry; collective
    knowledge.

    Debate affirms a participants point of view.


    Debate defends assumptions as truths.
    In debate, one submits one's best thinking
    and defends it against challenge to show
    that it is right.
    Debate, calls for investing wholeheartedly in
    one's beliefs.
    In debate, one searches for weaknesses in
    the other positions.
    Debate rebuts contrary positions and may
    belittle or deprecate other participants.
    Debate assumes a single right answer that
    somebody already has.
    Debate demands a conclusion.
    Discussion is individual opinions; individual
    knowledge.

    BEFORE SOCRATIC SEMINAR


    Reading the Text
    1. Read through the entire selection without stopping to think about any particular section.
    Pay attention to your first impression as to what the reading is about. Look for the main
    points and then go back and reread it.
    2. The second time you read it, talk to the text.
    a. Underline major points or forceful statements.
    b. Put vertical lines at the margins to emphasize a statement already underlined or a
    passage too long to be underlined.
    c. Put an (*) to emphasize major points.
    d. Put numbers in margin to indicate sequence of points.
    e. Put numbers of other pages where point is also mentioned.
    f. Circle key words or phrases.
    g. Write in the margin questions that come to mind.

    Fill out the Socratic Seminar Preparation Worksheet


    Fill out the Socratic Seminar Questions Worksheet

    Socratic Seminar Preparation

    Name:
    Date:

    Period:

    Name of Article/Reading:
    Author:
    I. Reading and Understanding
    A. Read the prompt/article individually.
    B. Highlight or underline at least one main idea per paragraph. Summarize main points below:
    Paragraph #1:
    Paragraph #2:
    Paragraph #3:
    Paragraph #4:
    Paragraph #5:
    Paragraph #6:
    Paragraph #7:
    Paragraph #8:
    Paragraph #9:
    Paragraph #10:
    C. Circle or Highlight any unfamiliar words or phrases. Write them down below with definitions:

    D. Summarize below the main points of the reading.

    E. Write down a minimum of 6 questions about what you have read. (Use 2 level 1, 2, and 3s)
    1. L1:
    2. L1:
    3. L2:
    4. L2:
    5. L3:
    6. L3:
    4

    AVID Socratic Seminar Questions

    Opening Questions
    (Level 1)
    Relates to text
    Uses concrete examples
    Open-ended
    Is not a yes or no question
    EXAMPLES
    What does the author mean
    when he says with torn
    and bleeding hearts we
    smile?
    When do you wear a mask?
    When do masks grin and
    lie?
    What would make the
    author say But let the world
    dream otherwise.

    Core Questions
    (Level 2)
    Develops theme
    Leads into the abstract
    Leads to further questions
    EXAMPLES
    Is there a time when we
    can see below the mask
    people wear?
    What is the purpose of
    wearing a mask?
    What is your response to
    people who wear masks?
    Can masks belie the
    wearer?

    Closing
    (Level 3)
    Relates to self
    Relates to reality

    EXAMPLES
    What do you think was the
    wisdom that the author was
    trying to impart to you?
    What in your thinking has
    changed about the way you
    treat people who wear
    masks?

    AVID Socratic Seminar Questions


    Name:

    Title of Seminar:
    Opening Questions
    (Level 1)

    Date:
    Core Questions
    (Level 2)

    Reflections:

    Closing Questions
    (Level 3)

    DURING SOCRATIC SEMINAR


    Socratic Seminar Rules

    Discuss, do not debate.


    Be courteous, NO PUTDOWNS.
    Goal is the pursuit of deeper understanding.
    Respect different thoughts and ideas.
    Socratic Seminar Tips

    Your Goal is to Understand


    the ideas,
    issues,
    concepts,
    and values reflected in the text.
    Protocol:
    Refer to the text when needed during the discussion. This is not a test of memory.
    Do not stay confused; as for clarification of both ideas and definitions.
    Discuss ideas, rather than others opinions.
    Its OK to pass when your turn comes; participate at another time instead.
    Do not participate if you are not prepared.
    Stick to the point currently under discussion; write down inspirational ideas so you can bring
    them up at a more appropriate time in the conversation.
    Listen carefully, especially when you are waiting to speak, as they may be moving on to
    another point.
    Speak up so that all participants can hear you; dont speak while others are.
    Remember that this is a conversation between students, not between student and teacher.
    Basic steps to forming opinions:
    1. What is it that I think I know? Or that the author thinks he/she knows? Can I restate his/her
    ideas in my own words? What needs clarification? Definition?
    2. Is it true? Why do I think so? What else do I need to know or understand before deciding?
    3. What inferences can be drawn from this? What are the implications of this? So what? How
    does this change things?
    4. What are the underlying assumptions with this claim?
    5. What are the reasons I believe this? How do I know what I think I know? Is the evidence
    credible?
    6. How does this happen in other situations? In the world? How does this connect to other stuff?
    7. Can I think of a counter example? When this doesnt happen? Why doesnt it happen? Are
    there internal contradictions?

    Seminar Questioning Cheat Sheet


    Clarification Questions:

    What do you mean by


    ?
    What is your main point?
    ?
    How does relate to
    Could you put that another way?
    What do you think is the main issue here?
    Let me see if I understand you; do you mean
    or
    ?
    Jane, would you summarize in your own words what Juan has said?... Juan, is that what you meant?
    Could you give me an example?
    ?
    Would this be an example:
    Could you explain that further?
    Could you expand upon that?

    Questions About the Initial Question or Issue:

    How can we find out?


    What does this question assume?
    put the question differently?
    Would
    How could someone settle this question?
    Can we break this question down at all?
    Is the question clear? Do we understand it?
    Is this question easy or hard to answer? Why?
    Does this question ask us to evaluate something?
    Do we all agree that this is the question?
    To answer this question, what question would we have to answer first?
    Im not sure I understand how you are interpreting the main question at issue.
    Is this the same issue as ?
    put this issue?
    How would
    Why is this question important?
    Does this question lead to other questions or issues?

    Assumption Probes:

    What are you assuming?


    What is Erika assuming?
    What could we assume instead?
    You seem to be assuming
    . Do I understand you correctly?
    . Why have you based your reasoning on
    All of your reasoning depends on the idea that
    rather than
    ?
    You seem to be assuming
    . How would you justify taking this for granted?
    Why would someone make this assumption?

    Reason and Evidence Probes:

    What would be an example?


    How do you know?
    Why do you think that is true?
    Do you have any evidence for that?
    What difference does that make?
    What are your reasons for saying that?
    What other information do we need?
    Could you explain your reason to use?

    Reason and Evidence Probes (continued):

    Are these reasons adequate?


    to
    Can you explain how you logically got from
    Do you see any difficulties with their reasoning here?
    Why did you say that?
    What led you to that belief?
    How does that apply to this case?
    What would change your mind?
    But is that good evidence to believe that?
    Is there a reason to doubt that evidence?
    Who is in a position to know if that is so?
    ?
    What would you say to someone who said
    Can someone else give evidence to support that response?
    By what reasoning did you come to that conclusion?
    How could we find out whether that is true?

    Origin or Source Questions:

    Where did you get this idea?


    Do your friends or family feel the same way?
    Has the media influenced you?
    Have you always felt this way?
    What caused you to feel this way?
    Did you originate this idea or get it from someone else?

    Implication and Consequence Probes:

    What are you implying by that?


    , are you implying
    ?
    When you say
    But if that happened, what else would happen as a result? Why?
    What effect would that have?
    Would that necessarily happen or only probably happen?
    What is the probability of this result?
    What is an alternative?
    If this and this are the case, then what else must also be true?
    If we say that this is unethical, how about that?

    Viewpoint Questions:

    You seem to be approaching this issue from


    perspective. Why have you chosen this rather
    than that perspective?
    How would other groups/types of people respond? Why? What would influence them?
    How could you answer the objection that
    would make?
    think?
    What might someone who believed
    Can/did anyone see this another way?
    What would someone who disagrees say?
    What is an alternative?
    How are Hillary and Toms ideas alike? Different?

    Observation Form
    Inner-Outer Discussion Circle
    Your Name:

    Partner:

    DIRECTIONS: Each time your partner does one of the following, put a check in the box.
    SPEAKS IN THE DISCUSSION:

    LOOKS AT THE PERSON WHO IS SPEAKING:

    REFERS TO THE TEXT:

    ASKS A QUESTION:

    RESPONDS TO ANOTHER SPEAKER:

    INTERRUPTS ANOTHER SPEAKER:

    ENGAGES IN SIDE CONVERSATION:

    AFTER DISCUSSION: What is the most interesting thing your partner said?

    AFTER DISCUSSION: What would you like to have said in the discussion?

    10

    Name:
    Date:

    Period:

    AFTER SOCRATIC SEMINAR


    Directions: Answer the following questions in the Socratic Seminar Debrief using complete
    sentences. After the debriefing discussion, answer the Socratic Reflective Writing Questions using
    complete sentences.
    Socratic Seminar Debrief
    1. How did you feel about the seminar?

    2. Reflect on your own experience.

    3. If you changed your opinion during the discussion, what changed it?

    4. Using your own knowledge on this topic or issue, create a question to start a seminar.

    5. What was the best part of the seminar? The worst part?

    6. What was your overall opinion of the Socratic Seminar?

    11

    Name:
    Date:

    Period:

    Socratic Reflective Writing


    1. What is one thing you liked that you said?

    2. What is one point someone else said that you agree with?

    3. What was the most interesting question?

    4. What was the most interesting idea to come from a participant?

    5. What was the best thing that you observed?

    6. What was the most troubling thing that you observed?

    7. What do you think should be done differently in the next seminar?

    8. As a Socratic Seminar participant, what area of the process will you work on for next time?

    9. What new questions arose as a result of the discussion and debrief?

    12

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy