Context:
Socratic seminars place students in a large group discussion where their purpose is to solve a problem or discuss sides of a controversial issue. A focus is given by the instructor and students are asked to come to a group consensus or develop a solution. Students usually read a predetermined set of research materials or literature. This prior knowledge can be utilized in the seminar discussion.
Curriculum:
The Standards for the English Language Arts
Sponsored by NCTE and IRA
http://www.n cte.org/about/over/standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Attachments:
None
Other materials:
- Website on Socratic Seminars
http: //www.studyguide.org/socratic_seminar.htm - Literature or text(s) under discussion
- A set of seminar questions, prepared by facilitator (students may also be included in this preparation)
- A clipboard for students' notes, journals, or other participation guides
- A suitable room arrangement for seminar group
Instructional sequence:
- Select a topic.
- Determine book, newspaper article, controversy, or data collection to be discussed. There are numerous articles on the Field Trip Earth site that could be used. One example is "Kemp's Ridley Nests in Mexico." Students can read the article and discuss if they feel nature should take its course or if researchers should continue their efforts to help baby turtles reach the sea.
- Students read and take notes based on a graphic organizer, handout, or other supporting materials. See the strategy on Graphic Organizers in Educator Resources.
- The facilitator develops question(s) for students; these questions should be open-ended, encourage students to think critically and analyze multiple meanings from the text, and lead students back to the text.
- Students should be reminded of expectations for seminar participation. Grades for participation may be determined by the number of times a student asks a question or offers an opinion.
- Establish a seating arrangement. Whole class discussion may work well for classes that have up to twenty students. For larger classes or a more intimate discussion, facilitators may divide students into two groups: an "inner circle" and an "outer circle." Inner circle students are active verbally; outer circle students participate by recording the information discussed, writing responses in a journal, taking notes for a "partner" in inner circle, etc. Facilitators may choose to have students exchange places part way through the seminar. If a student on the outer circle feels he or she must make a comment about the inner circle discussion, a "hot seat" may be placed in the middle of the circle. If students on the outer circle are allowed to speak only one time in the hot seat, it prompts active listening.
- Hold the seminar, with the facilitator or selected student(s) asking questions and guiding discussion of student responses. One strong method of connecting the text to the discussion is to have students reference text in their responses as proof of their opinion.
- Socratic groups should follow guidelines for seminars as outlined at http: //www.studyguide.org/socratic_seminar.htm. Recall that students should be encouraged to participate orally in the seminar; all, however, are required to listen and engage in the discussion.
- During the post-seminar reflection: students should respond, orally or in writing to the following type of questions: What did you learn from the discussion? What new questions do you have now? Did the discussion or opinions of others change your beliefs? How did you feel throughout the discussion process?
- Students can complete a self-assessment and teachers assess student performance.
Extensions:
- Students can compile their "new" questions and plan one or more additional seminars to address those issues.
- Students may write an essay or develop another project based on the discussion in the seminar. As part of that project, students may want to include information from other texts or information sources.
Assessment:
- See the Rubistar website http://rubistar.4teachers.org to create an assessment rubric for Socratic Seminars.
- In addition to assessing the seminar itself, the teacher may choose to assess essays, listening guides, or other projects emerging from the seminar.
Literacy advancement:
- Seminars require students to focus on reading for comprehension, for understanding, and for textual evidence.
- The writing aspects of seminars are addressed in any projects that follow the seminar itself. Response journaling, personal opinion essays, etc.
Author: Isenhour, Kim
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