socratic seminar pd

8/12/2019 Socratic Seminar PD

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REAL TALK

An introduction to Socratic Seminars.


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Welcome! What Ill Cover Today:

1. Rationale (10 min)2. Defining key terms & Methodologies (10 min)3. Reading Complex Texts (30 min)4. A Sample Seminar (30 min)5. Yeah, but does it really work? (15 min)6. Resources, Questions and Unpacking (10 min)7. Paired planning opportunity


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Starter: Creating a Wish List

! Think about the last classroom conversation that youhad in your class. What did it feature? What did it

lack?

! Create a wish list for an ideal classroomconversation. What would it look like? What wouldit sound like?

! Choose a person A, and a person B.


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Procedures: A & B

! A shares for two minutes. B listens withoutinterrupting.

! In one minute, B restates what A said.! A can take a moment to clarify himself/herself.! B shares for two minutes. A listens without

interrupting.

! In one minute, A restates what B said.! B can take a moment to clarify himself/herself.


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Sharing out: Our Dream Conversation

! What would it look like? Sound like?

! What do the new standards say about speakingand listening?


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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,

texts, and issues, building on others ideas and expressing their own clearly and

persuasively.

Come to discussions prepared, having read and researched material under

study; explicitly draw on that preparation by referring to evidence from textsand other research on the topic or issue to stimulate a thoughtful, well-reasonedexchange of ideas.

Work with peers to set rules for collegial discussions and decision-making (e.g.,

informal consensus, taking votes on key issues, presentation of alternate views),clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate thecurrent discussion to broader themes or larger ideas; actively incorporate others

into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreementand disagreement, and, when warranted, qualify or justify their own views and

understanding and make new connections in light of the evidence and reasoningpresented.

SL9-10.1


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So how do we get there?

Introduction to Socratic Circles,Matt Copeland


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Socrates:


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So how do we get there?

! A Socratic Seminar is:! A structured discussion! In which students take an active role,!

And refer directly and frequently to a common, complextext.

! The ultimate goal is for the teacher to remove himself/herself from the conversation entirely, BUT

! Scaffolding is necessary to get groups to a place in whichthis is possible.

! There are many options to tailor this teaching method toyour students


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Reading Complex Texts:

! Read Consider the Lobster, by David FosterWallace. You may annotate freely, but hold onto

your discussion for the moment.


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Part I: Before the Seminar

Setting up the Room

Fishbowl

Observers

Observers

Observers

Observers


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Norms

! Be respectful.! Dont raise your hand.! Listen dont just wait to talk.! Monitor your own airtime.! Involve the whole group.! Refer to the text and insist that others do as well.


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Goal Setting

! Set your goal! Check the circle next to the goal youwant to set for yourself for this discussion.

! Ask a question.!

Share ideas from the text that I am uncertain about.! Build off others conversation by referring to parts of the

discussion.

! Refer directly to the text.! Look at others consistently throughout the discussion.! Contribute a new idea to the dialogue.

! Group Goal for Today: _____________________


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Questions: Consider the Lobster

! Round-Robin: Identify one part of the text that you foundinteresting, surprising, or confusing, and explain why.

! Paragraph 2 and paragraph 8 both refer to the process ofpreparing a lobster. How are these two descriptions similar?How are they different?

! Look closely at the different ways the author refers to boilinga lobster over the course of the text. What changes do younotice? (Can you identify any literary techniques?) How dothese changes inform the reader about the authors point ofview?

! Which paragraph contains the strongest evidence thatlobsters feel pain? Why is it particularly effective?

! How does Wallace feel about eating lobster? How do youknow?


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Part II: After the Seminar

! For Participants:! Did you meet your goal? Explain how you did meet

your goal or why you struggled to meet your goal.

! What is your goal for the next seminar?

! For Observers:! Rate the inner circles performance on the following

criteria. Answer the questions.


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The Seminar In Action:

! Grade 9 Global Studies, two sections.! The Text: Euripides, Democracy and Despotism! Fishbowl and Videotape, three groups! Had prior experience with scaffolding activities, but

first experience with a Socratic Seminar


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Reflecting on the Experience


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A Possible Plan of Attack

! Pre-teaching and scaffolding: Offer opportunitiesduring your class to talk about text in low pressure

situations.

!Day 1: Introduce a text, give a few entry points,and describe the process of the seminar.

! Day 2: Conduct the seminar.! Day 3: Reflect on the process of the seminar.

(Show video highlights?)


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Wrapping Up:

! What do you need?! A common text (perhaps with multiple points of access.)! A structured, scaffolded plan to bring discussion into

your classroom.

socratic seminar pd

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