Transcript Document

Where questions, not answers, are the
driving force in thinking.
What does Socratic mean?
Socratic comes from the name
Socrates,
a classical Greek philosopher who developed a
Theory of Knowledge:
the surest way to attain reliable knowledge was
through the practice of disciplined
conversation…dialectic.
Dialectic means…
the art or practice of
examining opinions or ideas logically,
often by the method of
Question and Answer
so as to determine their validity.
How did Socrates use the dialectic?
He would begin with a discussion of the
obvious aspects of any
problem,
feign ignorance about a subject,
and try to draw out from the other person
his fullest possible knowledge about it.
What is a Socratic Seminar?
*a method used to understand information
by creating dialectic in class regarding a
specific text.
Participants seek deeper understanding of
complex ideas in text through rigorous
thoughtful dialogue, rather than by
memorizing bits of information.
Discussion Vs. Socratic
Dialogue/Dialectic
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Discussion
Rows; teacher higher
Teacher talk--97%
Avg. response:2-3
sec.
Teacher affirmation
Thinking ends as
soon as someone is
right
“frill”
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Socratic Dialogue
All in circle
Student talk--97%
Avg. response: 8-12
sec.
No teacher approval
Textual back up,
open-ended
exploration
Accountability
The Text:
*richness in ideas, issues, values and their
ability to stimulate dialogue.
A good text raises important
questions.
There are no right or wrong answers.
At the end of successful Socratic Seminars,
participants often leave with more
questions than they brought with them.
The Question:
The Socratic Seminar opens with a
question
posed by the leader. Responses to the
opening question generate new
questions from the leader and participants,
leading to new responses.
The Questions-Timeframe
• 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 (5-10 minutes)
– Should connect student lives to text.
What type of questions should I
ask during the seminar?
• There are three
levels of
questions.
• You should
come up with a
minimum of 1
question per
level.
Level 1 (Knowledge Questions):
• Knowledge means
being able to show
understanding by talking,
writing, signing, drawing.
Please use the following
stems in creating your
Knowledge Questions:
• Can you state, in your
own words?
• Can you describe?
• Can you defend your
position?
• Can you summarize the
information?
Level II (Application Questions):
Application means
supporting your
ideas with evidence.
Please use the following
stems in creating your
Application Questions:
• Explain how …
• Explain why …
• Interpret the reasons …
• Compare and contrast
…
• Connect and explain …
Level III (Synthesis Questions):
Synthesis means
combining or connecting
two different elements.
In terms of the Socratic
Seminar you will be
connecting two texts with
each other OR
connecting a text to the
outside world.
Level III (Synthesis Questions)
Continued
Please use the
following stems in
creating your
Synthesis
Questions:
• Imagine …
• What would happen
if …?
• Hypothesize …
• Theorize …
• Speculate…
• How is Text similar
to Outside World?
FOLLWING IS A SAMPLE
SOCRATIC SEMINAR
LESSON ON KARL MARX,
WITH LEVEL I-III
QUESTIONS…
Note: It’s a good idea to
start with a warm up (called
a “ticket”) to see which
students are prepared…
5-Minute Warm up for Socratic
Seminar: Proudhon Vs. Marx
• Directions: In addition to your 5paragraph essay on “The
Communist Manifesto” Vs.
“What is Property?”, I want you
to write three critical thinking
questions (NOT questions with
yes/no responses) to be used
during our Socratic Seminar on
today!
Marx Vs. Proudhon
Socratic Seminar Questions:
• 1) If you had a choice, would you rather live in a Marxist
society or a Proudhonian society and why?
– Secondary question: Proudhon and Marx differ on their
visions of the ideal society. What does each thinker
propose?
• 2) Proudhon and Marx both describe the decline of
modern capitalistic society. How do their views differ on
the causes of this pending collapse?
• 3) Marx states the bourgeoisie produces its own
“gravediggers.” Hence, “its fall and the victory of the
proletariat are equally inevitable.” Do you agree with
this?
• 4) In what ways does Proudhon criticize Marx? For
example, how does communism cause “inequality” and
the oppression of the strong by the weak?
• 5) Which vision of society would be more likely to
succeed? Have attempts ever been made to achieve
either vision? What historical examples can you think of?
The Leader:
*dual role as
leader and participant.
Keeps the discussion focused on the text
by
 asking follow-up questions
 helping clarify positions when
arguments become confused
 involving reluctant participants
The Participants:
*carry the burden of responsibility for the
quality of the seminar.
There are four ways to do this:
•preparing
• participating
•sharing
•supporting
SET UP:
• Desks arranged in a circle.
• Text given in advance.
• Rules posted.
• Allow 45 minutes.
• Leader is ready with an opening question.
• Participants respond with textual evidence for support.
• Participants respond with questions to
information they hear.
• Students do not raise hands.
• Reflect and Debrief.
• Accountability through final written piece.
Expectations of Participants:
Did I…..
 Speak loudly and clearly?
 Cite reasons and evidence for my statements?
 Use the text to find support?
 Listen to others respectfully?
 Stick with the subject?
 Talk to others, not just to the leader?
 Paraphrase accurately?
 Avoid inappropriate language?
 Ask questions to clear up confusion?
 Support others?
 Avoid hostile exchanges?
 Question others in a civil manner?
 Seem prepared?
REMEMBER:
• Students need text in advance.
• Seminars usually last approximately 45 minutes.
• Questions: open-ended, lead to further
questions, open-core-closing, no right or wrong
answer
• Text Support
• Fish Bowl technique for large classes
• Accountability? Create an end product, rubrics,
not just on speaking
• Discussion not Debate!
Benefits include:
• Time to engage in in-depth discussions,
problem solving, and clarification of ideas
• Building a strong, collaborative work
culture
• Enhanced knowledge and research base
• Increased success for all students
• Teaching respect for diverse ideas,
people, and practices
•Creating a positive learning environment
for all students