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Socratic Seminar. “The unexamined life is not worth living.”. SOCRATIC SEMINAR. Not a teacher led class discussion Based on Socrates’ method of questioning, dialogues Questions are the driving force in thinking. Participants carry the burden of responsibility for the quality of the seminar.
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Socratic Seminar “The unexamined life is not worth living.”
SOCRATIC SEMINAR • Not a teacher led class discussion • Based on Socrates’ method of questioning, dialogues • Questions are the driving force in thinking. • Participants carry the burden of responsibility for the quality of the seminar. • Participants listen actively and respond with more discussion and questions.
2) WRITE QUESTIONS • Write 3lower level or close-ended questions over the text. Close-ended questions are questions that have correct answers. • Write 7higher level or open-ended questions over the text. Open-ended questions have no real “right” answer. • Use Bloom’s Taxonomy to write questions for our seminar. • Use the entire chapter for your questions.
Bloom’s Taxonomy • In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. • Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.
Knowledge collect describe identify list show enumerate tabulate define label name retell match state quote read tell record reproduce copy select • Examples: dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws
Comprehension associate compare distinguish extend interpret predict differentiate contrast describe discuss estimate group order cite convert summarize explain trace paraphrase restate • Examples: find meaning, transfer, interpret facts, infer cause & consequence, examples
Application apply classify change illustrate demonstrate calculate complete solve modify show experiment relate discover act administerarticulate chart collect compute construct determine develop establish prepare produce report teach transfer use • Examples: use information in new situations, solve problems
Analysis analyze arrange connect divide infer separate classify compare contrast explain select order breakdown correlate diagram discriminate focus illustrate infer outline prioritize subdivide point out • Examples: recognize and explain patterns and meaning, see parts and wholes
Synthesis combine compose generalize modify Invent plan substitute create design integrate rearrange formulate adapt rewrite anticipate speculate devise compile express collaborate Facilitate reinforce structure substitute validate intervene negotiate reorganize • Examples: discuss "what if" situations, create new ideas, predict and draw conclusions
Evaluation assess compare decide discriminate measure rank test convince conclude explain grade judge appraise criticize support summarize defend persuade justify reframe Examples: make recommendations, assess value and make choices, critique ideas
Let me show you… From Chapter 5: Early Society in East Asia • Knowledge= Who was the founder of the Xia Dynasty? • Comprehension= Explain why the Huang He river is called the Yellow river. • Application= How are city walls an example of our theme of human interaction with the environment? • Analysis= Create a diagram for the dynastic cycle. • Synthesis= By 403 B.C.E., the Zhou dynasty had fallen into the Period of the Warring States. What solution would you suggest for this predicament? • Evaluation= What is the most important achievement of the Shang and Zhou dynasties?
3)DISCUSS • We will sit in a circle, create a panel, or have a fishbowl. • You will be the participants; I will observe. • We will start with close-ended questions first then move on to the open-ended, more conversational questions. • Build upon or add to someone else’s answer, don’t just repeat what they said.
RUBRIC • You will be graded on your participation and preparation. • Please see the rubric for grading the Socratic Seminar on my website.
RULES: In the seminar we… • criticize ideas, but not people. • give opinions, and give clear reasons for them. • give examples when possible. • ask questions about what we read, hear, or see for clarification. • remain focused on the text. • are willing to change our opinions with the addition of more information. • speak freely – there is no need to raise hands, but be polite and don’t interrupt other people • have a responsibility to participate.
