Socratic Seminar

1. Socratic Seminar Choice Novels K. Combs 2013 AP Eng 11

2. What is a Socratic Seminar? Socrates believed that enabling students to think for themselves was more important than filling their heads with "right" answers. In a Socratic Seminar, participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information or meeting arbitrary demands for “coverage”. A Socratic Seminar fosters active learning as participants explore and evaluate the ideas, issues, and values in a particular text.

3. A good seminar consists of four interdependent elements: (1) the text being considered, (2) the questions raised, (3) the seminar leader, and (4) the participants.

4. Dialogue and Debate Dialogue is collaborative: multiple sides work toward shared understanding.Debate is oppositional: two opposing sides try to prove each other wrong. In dialogue, one listens to understand, to make meaning, and to find common ground.In debate, one listens to find flaws, to spot differences, and to counter arguments. Dialogue enlarges and possibly changes a participant's point of view.Debate affirms a participant's point of view. Dialogue reveals assumptions for examination and reevaluation.Debate defends assumptions as truth. Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change.Debate creates a close-minded attitude, a determination to be right. In dialogue, one submits one's best thinking, expecting that other people's  reflections will help improve it rather than threaten it.In debate, one submits one's best thinking and defends it against challenge to show that it is right.

5. Dialogue and Debate Dialogue calls for temporarily suspending one's beliefs.Debate calls for investing wholeheartedly in one's beliefs. In dialogue, one searches for strengths in all positions.In debate, one searches for weaknesses in the other position. Dialogue respects all the other participants and seeks not to alienate or offend.Debate rebuts contrary positions and may belittle or deprecate other participants. Dialogue assumes that many people have  pieces of answers and that cooperation can lead to a greater understanding.Debate assumes a single right answer that somebody already has. Dialogue remains open-ended.Debate demands a conclusion.

6. Remember, this is a dialogue, not a debate When preparing for the seminar this week, consider constructing questions using these word lists.

7. Questioning Level 1 REMEMBER: (Knowledge) name describe match list recall Identify define repeat state Memorize relate label record

8. Questioning/ Level 2 SHOW UNDERSTANDING: (Comprehension) Recognize review summarize discuss explain Locate generalize express Report find Paraphrase give examples

9. Questioning/ Level 3 USE UNDERSTANDING: (Application) Discover dramatize imply compute Translate solve practice apply schedule Change interpret relate pretend prepare

10. Questioning/ Level 4 EXAMINE: (Analysis) diagram Question analyze experiment outline distinguish inventory differentiate break down divide select discriminate point out compare categorize criticize separate

11. Questioning/ Level 5 CREATE: (Synthesis) formulate modify construct draw propose organize assemble Compose arrange combine compare compile generate revise suppose devise plan create design

12. Questioning/ Level 6 DECIDE: (Evaluation) summarize measure predict decide evaluate judge rate choose conclude compare contrast estimate select value justify assess

13. When creating questions, keep in mind You get more points the higher level your questions are Questions should have no one right answer Questions should lead participants back to the text as they speculate, evaluate, define, and clarify the issues involved.

14. You will create these types of questions: 1. World Connection Question: Write a question connecting the text to the real world. 2. Close-Ended Question: Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer. 3. Open-Ended Question: Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question. 4. Universal Theme/Core Question: Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

15. Rules for Honors Seminar  Be courteous at all times  Listen while others are talking  Support all comments with evidence from the source  Avoid raising your hand to talk – instead jump in at an appropriate time  When disagreeing with a previous comment, disagree with the idea rather than attack the person  Address the group when talking, not the teacher

16. How it starts • I, the facilitator, will open with a question. • Anyone in the room can answer that question. • When answering any question, use supportive evidence: • Prove your answer Give reasons for your answers. • Support your answer. Why or why not? • Explain your answer. Why do you think or feel that way?

17. Then what? After the opening question as been addressed, a participant will be selected to pose a question (one you created from your handout). Other participants will have a chance to answer the question. New questions can be posed by other participants.

18. How am I graded?  1. Number of comments  2. Quality of points  3. References to text 4. Attach list of discussion questions and the answers you wrote for each. 5. A reflection of your participation in the Socratic seminar discussion