Socratic Seminars
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. - source: readwritethink.org.
Goals of the Socratic Seminar
Speakers & Coaches – Goals & Ideas
Goals for speakers
Goals for Coaches
Possible Speaker Roles & Approaches:
Ideas for listeners and Coaches
Socratic Seminar Steps
Definitions:
How to do the Socratic Method - 3:09
Socratic Seminars - 7:25
Socratic Seminar with 3 roles: (6:13)
Goals of the Socratic Seminar
Speakers & Coaches – Goals & Ideas
Goals for speakers
- I will answer at least once and ask at least one question.
- I will evidence from the text and identify the source.
- I will not interrupt any speaker.
- I will attempt to get others to contribute.
- I will make my questions clear.
- I will ask for clarification to questions when they are unclear.
- I will build on what others say, and mention their name when I do.
- I will take good notes during the discussion to help me and others.
- I will use positive body language and eye contact.
- I will challenge points of others when appropriate.
Goals for Coaches
- I will pay close attention to my partner.
- I will write down things that I would like to say.
- I will give my partner specific ideas during the break.
- I will look for a positive thing that my partner does and give them a compliment.
- I will not talk to other coaches.
Possible Speaker Roles & Approaches:
- Gadfly: "Everyone seems to be too easily content with saying..."
- Sherlock Holmes: "I think we have overlooked an important clue (comment/bit of text).."
- Librarian: "Here's a passage in the text that supports your point..."
- Matchmaker: "What you are saying is a lot like what Sue said earlier..."
- Judge Judy: "Let's see what the argument is between you two and try to settle it..."
Ideas for listeners and Coaches
- Briefly summarize the important points made by either your partner or someone else
- Map-maker Make a visual chart of paths and terrain covered in the conversation noting major "landmarks" and "twists and turns"
- Listen to and observe one person for a fixed period of time, noting their comments and behavior (effective in large classes and for listening skill practice)
- Coach Diagnose the overall "play" and propose some new ones, improvements in performance, strategies, etc
Socratic Seminar Steps
Definitions:
- Seminar – consists of two rounds of student-led discussions with two coaching sessions on a specific topic.
- Topic – the subject or theme of the seminar, for example – Federalists versus Antifederalists.
- Socratic Planning Sheet – form where all students pre-write questions for the seminar, their personal goals for the seminar, and a question or questions they answer on their own after the seminar is completed.
- Inner Circle – the half of the class that will be ‘inside’ and the students who will take part in the discussion.
- Speaker – a student in the inner circle.
- Outer circle – the half of the class that observes the discussion taking place in the inner circle.
- Coach – a student in the outer circle. The only time a coach speaks is during the two coaching sessions.
- Coaching form – the sheet that the coach uses to record how many times a speaker asks a question, responds to a question and other data that he/she observes. It is also used to record compliments, advice, and to rate the overall performance of the speaker.
- Speaker form – the sheet that the speaker uses to highlight and area that they want to improve upon. It is also used to take notes during round 1, and to rate their own performance and the performance of his/her coach.
- Students complete the Socratic Seminar Planning sheet. This form changes with the topic but always has questions for the discussion topic and a reflection once the topic is Socratic Seminar is completed. All students should complete this form and it can be given as homework (for the questions) or done before the seminar.
- Divide into an inner and outer circle. A class of 18 seems to work best. Inner circle (speaker) and outer circle (coach) are paired. They switch parts in the next seminar.
- Coaching session 1: Before round 1 of the seminar, paired students should map out a strategy and review questions and goals – such as inclusion and text references. (2-3 minutes)
- Round 1: Let the students begin with their questions and responses. Sometimes there is an awkward silence at the beginning, even 30 seconds can seem like an eternity, but eventually someone always jumps in with a question. If only a small number of students are dominating the conversation, I have interjected and called upon certain students to ask a question. Often, in the best groups, speakers will directly ask the quiet speakers “what do you think?” The coach observes (without talking) and fills out the coaching form. (9 minutes) – use a timer.
- Optional (but sometimes very useful) When round one is completed, open feedback from the coaches. I have found this useful in a couple of ways. It can be motivating for the inner circle to come up to the expectations of their peers in the outer circle, and also, it makes the students in the outer circle accountable in the next seminar. There is an element of competition introduced between the outer and inner groups. If the outer circle is suggesting that speakers need to refer to the text more often, there is an expectation that they will do the same when they are on the inside.
- Coaching session 2: coach uses information from form to help the speaker. It is here that the coach gives the speaker a specific compliment, and specific constructive advice. (2-3 minutes)
- Round 2: The same as round 1, though at times I have suggested that they discuss a point that was discussed in the first round, but would be useful to expand upon. I have found that it is usually better to have a longer second round. (10 –11 minutes)
- Lesson closure: With the entire class, assess what learning has taken place by discussing the topic.
- Complete forms: Students complete forms and rate their performance and the performance of their partners.
- Independent Analysis: If time permits, students answer last question on the planning sheet, or it can be assigned as homework.
How to do the Socratic Method - 3:09
Socratic Seminars - 7:25
Socratic Seminar with 3 roles: (6:13)
observation_form_2017.doc | |
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speaker_form_2017.doc | |
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socratic_seminar_3rd_level_roles.doc | |
File Size: | 37 kb |
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