Purpose of Socratic Seminar

1
Purpose of Socratic Seminar

• Provokes thought, dialogue, and ownership for
  learning
• Allows students to speak (97 of the time)
• Leads to self-knowledge and understanding
• Puts ownership of learning on students
• Gives students confidence
• Leads to high retention rates

2
Room Arrangement

• Circle
• Outer circle if necessary
• Hot seats
• (Ball, Wanda H., Brewer, Pam. (2000).
  Socratic seminars in the block. Larchmont, NY
  Eye on Education)

3
Discussion Vs. Socratic Dialogue

• Discussion
• Rows teacher higher
• Teacher talk--97
• Avg. response2-3 sec.
• Teacher affirmation
• Thinking ends as soon as someone is right
• frill

• Socratic Dialogue
• All in circle
• Student talk--97
• Avg. response 8-12 sec.
• No teacher approval
• Textual back up, open-ended exploration
• Accountability

4
Teacher Preparation

• Selection of readings
• Filled with issues and ideas worthy of discussion
• Has ambiguities, contradictions, etc.
• Define objective and outcome
• What must be taught didactically vs. concepts
  explored in seminar?
• Prepare pre- and post-tasks
• Write the questions

5
Classroom Use

• 1-2 times/week in English social studies
• Few times/ quarter in anatomy physiology
• Every other week with earth science
• Occasionally in other subjects to make content
  relevant and expandable

6
The Questions

• Opening (20-45 minutes or longer)
• Should be broadest
• Should send class directly to text in any number
  of places for evidence
• Core (5-15 minutes)
• Focused on finite issues. Three to eight
  questions depending on length and complexity.
  How and why questions.
• Closing
• Should connect student lives to text.