From Discussion to Seminar Introduction to the Paideia Experience

From Discussion to SeminarFrom Discussion to Seminar

Introduction to the Paideia Introduction to the Paideia ExperienceExperience

Welcome!Welcome!

Today’s Session is an Overview – not a Today’s Session is an Overview – not a full trainingfull training

1-5 Knowledge Rating1-5 Knowledge Rating

““I like a teacher who gives you something I like a teacher who gives you something to take home to think about besides to take home to think about besides homework.” ~Lily Tomlin as "Edith Ann"homework.” ~Lily Tomlin as "Edith Ann"

DirectionsDirections

Create a name placard Create a name placard Find a writing utensilFind a writing utensilFront Loading your ContentFront Loading your Content– Unit: Discrimination, Fear, AcceptanceUnit: Discrimination, Fear, Acceptance

To Kill a MockingbirdTo Kill a MockingbirdAngusAngusEdward ScissorhandsEdward ScissorhandsNonfiction – “The ‘In’ Group” – Eve ShalenNonfiction – “The ‘In’ Group” – Eve Shalen““We and They” – Rudyard KiplingWe and They” – Rudyard Kipling

Make your way to the circleMake your way to the circle– ““Little Boxes” – Song Lyrics Little Boxes” – Song Lyrics

Processing the SeminarProcessing the Seminar

What made it work?What made it work?

How did you feel as a participant?How did you feel as a participant?

How did the seminar differ from a How did the seminar differ from a discussion?discussion?

Socratic/Paideia SeminarSocratic/Paideia Seminar

Philosophy – to Philosophy – to create students who create students who are:are:– ThinkersThinkers– Problem SolversProblem Solvers– Self EvaluatorsSelf Evaluators– Life-long LearnersLife-long Learners– Open-mindedOpen-minded

What is What is itit??– Collaborative, Collaborative,

intellectual dialogue intellectual dialogue facilitated by open-facilitated by open-ended questions about ended questions about a text*.a text*.

– Student-centered Student-centered dialoguedialogue

The Paideia VisionThe Paideia Vision

Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers.”

Today’s Students…

Facing the challenge of undoing what’s been done

The VisionThe Vision

Participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.

Starting DialogueStarting Dialogue

Students must risk making mistakes in order to learn how to learn to think critically, and work collaboratively.

Teachers support this risk-taking when they take their own risks in learning how to improve themselves as teachers.

Discussion & DialogueDiscussion & Dialogue

Discussion:"a close examination of a subject with interchange of opinions, sometimes using argument, in an effort to reach an agreement.”

Discussion & DialogueDiscussion & Dialogue

Dialogue: an interchange of ideas especially when open and frank in an effort to seek mutual understanding

Collective inquiry in which we suspend opinions, share openly, and think creatively about difficult issues

The best seminars combine both discussion and dialogue.

Starting at the BeginningStarting at the Beginning

Teaching Toward SeminarTeaching Toward Seminar

Teaching Toward SeminarTeaching Toward Seminar

Didactic InstructionDidactic Instruction (15-20%): For (15-20%): For increasing students’ factual recallincreasing students’ factual recall

Intellectual CoachingIntellectual Coaching (60-70%): For (60-70%): For developing students’ literacy skillsdeveloping students’ literacy skills

Seminar DialogueSeminar Dialogue (15-20%): To (15-20%): To strengthen students’ conceptual strengthen students’ conceptual understandingunderstanding

Sample Piece for DiscussionSample Piece for Discussion

William Blake’s William Blake’s “The Lamb” and “The “The Lamb” and “The TygerTyger””

Three Column DiagramThree Column Diagram

Didactic Didactic InstructionInstructionIntroduction of Introduction of background background knowledgeknowledge

ResourcesResourcesTextbooks or other Textbooks or other resources and aidsresources and aids

CoachingCoaching

Development of Development of intellectual skillsintellectual skills

ResourcesResourcesExercises and Exercises and supervised practicesupervised practice– ReadingReading– WritingWriting– ListeningListening– SpeakingSpeaking– Exercising Exercising

critical judgmentcritical judgment– Problem solvingProblem solving

SeminarsSeminarsIncreased Increased understanding of understanding of ideas and valuesideas and values

ResourcesResources

Primary Source Primary Source MaterialsMaterials– DocumentsDocuments– LiteratureLiterature– Works of ArtWorks of Art– MusicMusic– DramaDrama

Didactic InstructionDidactic Instruction

Discussion of Blake’s Discussion of Blake’s Songs of Innocence Songs of Innocence and Experienceand Experience

Background on Blake and time periodBackground on Blake and time period

Read the two poemsRead the two poems

Literary Devices/Rhyme SchemeLiterary Devices/Rhyme Scheme

VocabularyVocabulary

*Knowing/Understanding levels of BT*Knowing/Understanding levels of BT




CoachingCoaching





ResourcesResources


CoachingCoachingDiscussion or Assignments (pre-seminar and post-Discussion or Assignments (pre-seminar and post-seminar)seminar)Sample AssignmentsSample Assignments

Complete Active Reading FormComplete Active Reading FormDraw these animals – Why did you make the artistic choices you Draw these animals – Why did you make the artistic choices you made?made?Think-Pair-ShareThink-Pair-ShareConcept Definition maps (Innocence/Experience)Concept Definition maps (Innocence/Experience)Venn DiagramsVenn DiagramsConcept Development on Innocence and ExperienceConcept Development on Innocence and ExperienceClass DiscussionsClass Discussions

– Which is the better poem? Why?Which is the better poem? Why?– Literary DevicesLiterary Devices

– *Applying/Analyzing levels of BT*Applying/Analyzing levels of BT




CoachingCoaching





ResourcesResources


Four ElementsFour Elements

An effective seminar consists of four interdependent elements:

1. the text being considered

2. the questions raised

3. the seminar leader

4. the participants

The TextThe Text

Socratic Seminar texts are chosen for their – Richness in ideas, issues, and values– Ability to stimulate extended, thoughtful

dialogue – Relation to other texts, events, or situations

Select short passages for special attention– Read in one sitting

Clearly related to the curriculum

““The Lamb” / “The Tyger”The Lamb” / “The Tyger”

What do I want students to learn? – Comparison/contrast skills in terms of poetry– Literary Devices – specifically symbolism and

allusion– Meaning is often implied and not directly stated

in poetry and lyrics– Literature is universal and didactic

What CONCEPTS do I have in mind? – Innocence and ExperienceInnocence and Experience

What is my Purpose?What is my Purpose?

For students to …For students to …– explore whether or not innocence and experience can explore whether or not innocence and experience can

co-exist.co-exist.– understand Blake’s use of symbols, imagery, his tone, understand Blake’s use of symbols, imagery, his tone,

and his themeand his theme– reflect on their own lives to determine if they identify reflect on their own lives to determine if they identify

more with the lamb or the tygermore with the lamb or the tyger– be able to relate these two pieces to be able to relate these two pieces to Lord of the FliesLord of the Flies– feel comfortable enough to explore their own piece of feel comfortable enough to explore their own piece of

poetry (or song lyrics) or other text with the same poetry (or song lyrics) or other text with the same themetheme

**Analyzing, Evaluating, Creating levels of Bloom’s **Analyzing, Evaluating, Creating levels of Bloom’s TaxonomyTaxonomy

Questions?Questions?

Ask yourself…

What do I want students to learn? What CONCEPTS do I have in mind?What is my purpose?– Thematic Units lend themselves to great

seminar discussions

A Few ConceptsA Few Concepts

FreedomFreedom

IntegrityIntegrity

IndividualismIndividualism

FriendshipFriendship

Peer PressurePeer Pressure

MoralityMorality

EthicsEthics

ResponsibilityResponsibility

PassionPassion

FrailtyFrailty

RespectRespect

BeautyBeautyLoveLoveHateHatePrejudicePrejudiceFairnessFairnessCreativityCreativityInsecuritiesInsecuritiesIgnoranceIgnorancePridePrideLeadershipLeadershipHonestyHonestyFearFear

Seminar Leader Reading Seminar Leader Reading WorksheetWorksheet

Complete the worksheet in your preparationComplete the worksheet in your preparation

Don’t skip this step – especially at firstDon’t skip this step – especially at first

““Lamb/Tyger” exampleLamb/Tyger” example

Questions about the Questions about the Planning WorksheetPlanning Worksheet

Writing Good QuestionsWriting Good Questions

Writing QuestionsWriting Questions

A good seminar has three questionsA good seminar has three questions– OpeningOpening– CoreCore– ClosingClosing

Only three?Only three?

Discussion vs. SeminarDiscussion vs. Seminar

Guidelines for QuestioningGuidelines for Questioning

Develop non-judgmental and non-biased questions

Make sure questions are derived from the text

Ask questions that raise questionsAvoid using YES/NO questions*

Ask hypothetical questions

Guidelines for QuestioningGuidelines for Questioning

Ask questions with no right or wrong answers

Continue to ask “why?”– Probe the responses of the participants with

further questioning

Allow yourself to both guide the discussion but to go with it as well

An Opening QuestionAn Opening Question

Reflects a genuine curiosity on the part of the leader

Elicits as much raw materials as possible

Guides where the discussion may go next

Is broad, open-ended, and provocative

Opening QuestionOpening Question: What is the : What is the author’s purpose in writing these author’s purpose in writing these poems?poems?

Effective Opening QuestionsEffective Opening Questions

Lead participants back to the text

Allow participants to speculate, evaluate, define, and clarify the issues involved

Spark dialogue that generates new questions

Offer students an opportunity to direct the learning – not predetermined by the teacher

Sample Opening QuestionsSample Opening Questions

What would be another good title for this text?What would be another good title for this text?What are the “________” in the text?What are the “________” in the text?What kind of person is __________?What kind of person is __________?What is the most significant/important line, word, or What is the most significant/important line, word, or image in this text? Why?image in this text? Why?What adjective best describes ___________?What adjective best describes ___________?Who is the most important character in this passage? Who is the most important character in this passage? Why?Why?What is __________ in line ____?What is __________ in line ____?Why does ___________ say __________ on page 16?Why does ___________ say __________ on page 16?What is meant by _______?

Writing Opening QuestionsWriting Opening Questions

Focus on Focus on purposepurpose

Use…Use…– Generic Seminar Questions Generic Seminar Questions – Adler’s 102 Basic IdeasAdler’s 102 Basic Ideas– Concepts from the PPTConcepts from the PPT– Your own understanding Your own understanding – Your planning worksheet – Your planning worksheet –

Core QuestionsCore Questions

ProbeProbe into participants’ answers into participants’ answersGuide students to Guide students to clarify and justifyclarify and justify what they what they have saidhave saidAre directly or indirectly Are directly or indirectly relatedrelated to the opening to the opening question (anticipate as you write)question (anticipate as you write)Tend to be Tend to be more focused than opening more focused than opening questionsquestions

Core QuestionCore Question: : What do you think Blake What do you think Blake was thinking or feeling when he wrote these was thinking or feeling when he wrote these poems?poems?

Sample Core QuestionsSample Core Questions

What message does this text covey? What message does this text covey?

Are there contradictions in the text?Are there contradictions in the text?

If _____________ were writing (composing, If _____________ were writing (composing, painting, etc.) today, what would be different about painting, etc.) today, what would be different about this work? this work?

Can you think of an example to illustrate this point? Can you think of an example to illustrate this point?

What led you to that belief?What led you to that belief?

Is the writer’s example a good one? Why/why not? Is the writer’s example a good one? Why/why not?

Can you think of why this feels different than . . .? Can you think of why this feels different than . . .?

Follow Up QuestionsFollow Up Questions

Purpose – Purpose – – To guide participants to To guide participants to develop and defend develop and defend

positionspositionsIndividuallyIndividually

CollectivelyCollectively

– To To predict students’ commentspredict students’ comments and devise and devise follow-up questionsfollow-up questions

Follow Up:Follow Up: Can Innocence and Can Innocence and Experience co-exist?Experience co-exist?

Writing Core QuestionsWriting Core Questions

Reflect…Reflect…– What What concepts/values/ideasconcepts/values/ideas do you want to do you want to

make certain students explore?make certain students explore?– How does your opening question guide How does your opening question guide

discussion? – Anticipate where they will go.discussion? – Anticipate where they will go.– What is your What is your purposepurpose??

Closing QuestionsClosing Questions

Should Should NOTNOT be designed to elicit consensus be designed to elicit consensus

Should lead everyone to a Should lead everyone to a deeper, more sophisticated deeper, more sophisticated understandingunderstanding of a text of a text

Can lead students to make Can lead students to make – Cross-curricular connectionsCross-curricular connections– Personal connectionsPersonal connections– Real-World connectionsReal-World connections

Closing QuestionClosing Question: With which poem/animal do : With which poem/animal do you most closely identify: a tyger or a lamb? you most closely identify: a tyger or a lamb? Explain. (Or) – How can you relate these poems Explain. (Or) – How can you relate these poems to to Lord of the FliesLord of the Flies??

Sample Closing QuestionsSample Closing Questions

How does this text remind of you ______?How does this text remind of you ______?How would you react if you were ______?How would you react if you were ______?How do the ideas presented in this text relate How do the ideas presented in this text relate to today? To your life today? To starting high to today? To your life today? To starting high school?school?How do you feel about ________ after reading How do you feel about ________ after reading the passage?the passage?Does this reading help you understand how Does this reading help you understand how culture works? Our attitudes towards diversity? culture works? Our attitudes towards diversity? In what way are you alike or different from . . .? In what way are you alike or different from . . .?

Writing Closing QuestionsWriting Closing Questions

ConsiderConsider– Questions should take students beyond the Questions should take students beyond the

texttext– Can you tie concept/value/idea to another Can you tie concept/value/idea to another

piece of literature or event?piece of literature or event?– What is your What is your purposepurpose??

SeminarSeminar

Opening QuestionOpening Question: What is the author’s purpose in writing these : What is the author’s purpose in writing these pieces? (Justify)pieces? (Justify)

Core QuestionCore Question: What do you think Blake was thinking or feeling : What do you think Blake was thinking or feeling when he wrote these poems? (Analyze, Evaluate, Justify)when he wrote these poems? (Analyze, Evaluate, Justify)

Follow UpFollow Up: Can innocence and experience co-exist? (Extend): Can innocence and experience co-exist? (Extend)

Closing QuestionClosing Question: With which poem/animal do you most closely : With which poem/animal do you most closely identify: a tyger or a lamb? Explain. How can you relate this text to identify: a tyger or a lamb? Explain. How can you relate this text to Lord of the FliesLord of the Flies? (Analyze, Evaluate, Justify) ? (Analyze, Evaluate, Justify)

Post-seminar – return to Coaching –Post-seminar – return to Coaching – – Application, Analysis, Synthesis, and Evaluation levels of BTApplication, Analysis, Synthesis, and Evaluation levels of BT

Goals of the SeminarGoals of the Seminar

Students learn to…– discuss and understand ideas and values– solve complex problems– make more mature, sophisticated decisions– resolve conflicts between people and ideas– read and study a text carefully– think critically for themselves– articulate their own thoughts and responses to

the thoughts of others– apply knowledge and skills learned to new

situations

QuestionsQuestions

10-minute break10-minute break

From Page to ClassroomFrom Page to Classroom

If Time AllowsIf Time Allows

What is a Seminar?What is a Seminar? Choosing a TextChoosing a Text Teaching Toward Teaching Toward

SeminarSeminarDidactic InstructionDidactic InstructionCoachingCoachingSeminarSeminar

Writing QuestionsWriting Questions

Classroom Classroom EnvironmentEnvironment

Leader Leader

ParticipantsParticipants

AssessmentAssessment

What Comes Next?What Comes Next?

Classroom EnvironmentClassroom Environment

Creating a Creating a climate for dialogueclimate for dialogueOpportunities for students to dialogueOpportunities for students to dialogue– Think-Pair-ShareThink-Pair-Share– 4-Corners4-Corners– Numbered Heads TogetherNumbered Heads Together– JigsawJigsaw– Circle the SageCircle the Sage

Class Mission StatementsClass Mission Statements– Define parameters and goalsDefine parameters and goals

Seating ArrangementSeating Arrangement– VarietyVariety

The LeaderThe Leader

Plays a dual role as leader and participant – leads a thoughtful exploration of the ideas in

the text

– participates by sitting in the circle with the students*

– works with students to develop group and individual goals


Helps participants clarify their positions when arguments become confused– Follow up questions– Restate or reword questions– Ask for clarification

Involves reluctant participants while restraining their more vocal peers

Manages non-verbal cues

Never shares his/her opinion


Must be patient enough to allow participants’ understandings to evolveBe willing to help participants explore non-traditional insights and unexpected interpretationsCreate questions on his/her toes


Allow for pauses– Silent moments for thinking

As a leader, take notes – Sum up what you’ve heard at the end of

the session

Preparing your StudentsPreparing your Students

The day beforeThe day before– Discussion about what a seminar isDiscussion about what a seminar is– List of seminar guidelinesList of seminar guidelines– Importance of preparation Importance of preparation – Provide assignmentProvide assignment– F-I-T sheet**F-I-T sheet**

Seminar GuidelinesSeminar Guidelines

Listen carefully

Speak clearly - one person at a time

Participate openly

Value others opinions, but refer to text when defending your position

Avoid side conversations

Give others your respect - accept answers without judgment

Preparing your StudentsPreparing your Students

The day ofThe day of– Circle with materialsCircle with materials– Go over the guidelines againGo over the guidelines again– Be patient but consistentBe patient but consistent


Keep students focused– Teacher’s role is to facilitate– Ask students to clarify a viewpoint– Ask students about implications– Encourage students to paraphrase other’s responses

“Nicole, what did you understand Cierra to say?”

– Insist on standards of rigor - a good seminar is NOT a “bull session…”

After the SeminarAfter the Seminar

Debrief the Seminar“If you have changed your mind about a particular point or issue, what made you change it????”

Share with students what you saw

Debrief the ProcessWhat seminar guidelines observed

What social skills did the group exhibit

What might the group goal be for the NEXT seminar

After the SeminarAfter the Seminar

Immediately after…Immediately after…– Provide an assessment pieceProvide an assessment piece– Reflective WritingReflective Writing– R-A-F-T AssignmentR-A-F-T Assignment

(“Lamb/Tyger”) Assignments(“Lamb/Tyger”) Assignments– Choose an animal and write a poem about it with a Choose an animal and write a poem about it with a

particular purpose in mind. Use vocabulary and particular purpose in mind. Use vocabulary and employ a tone that clearly relates your purpose.employ a tone that clearly relates your purpose.

– If you had to define yourself as any animal, which If you had to define yourself as any animal, which animal would you choose and why? Write a thorough animal would you choose and why? Write a thorough explanation including three reasons why you chose explanation including three reasons why you chose this animal. this animal.

The ParticipantsThe Participants

Share responsibility for the quality of the seminar.

Most effective when participants: – study the text closely in

advance– listen actively– are invested

The Participants…The Participants…

Need to know and understand the expectation you have for themShould feel free to share their ideas and questions in response to othersMust search for evidence in the text to support their ideas

Designing the BestDesigning the Best

Seminars in which something new and unexpected is discovered.

Seminar is approached as a joint search.

Designing the BestDesigning the Best

At the end of a successful Socratic Seminar, participants often leave with more questions than they brought with them.

Benefits include: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

Beware!Beware!

Seminar overkillSeminar overkill

Conducting a “Fishbowl”Conducting a “Fishbowl”

A strategy to use when you have a LARGE class (over 25 students)

Divide the class into “Inner” and “Outer” circles

Conducting a “Fishbowl”Conducting a “Fishbowl”

Inner circle = active participants

Outer circle = students observe 2-3 active participants for:

– New ideas – Positive comments– Question asked – Negative Behavior– Referred to text – Side conversations

Observer Write-upObserver Write-up

What was the most interesting question?

What was the most interesting idea to come from a participant?

What was the best thing you observed?

What was the most troubling thing you observed?

What do you think should be done differently in the next seminar?What do you wish you had said?


Many teachers choose NOT to grade students in a seminar because– They want students to speak out of interest in the

text, NOT for a grade– They don’t want students to equate lots of talking with

a good grade and reflective silence with a poor grade.

Seminar Assessment Sheet


Most teachers prefer to assign a culminating written assessment on the topic

Self-assessment piece (pre- and post- seminar)

Secrets to Successful Seminars Secrets to Successful Seminars

Know your text very wellKnow your text very wellBe flexibleBe flexibleSpend a great deal of time planning Spend a great deal of time planning your questions and anticipating your questions and anticipating student responses to be prepared student responses to be prepared for follow-up questions.for follow-up questions.Create an environment conducive Create an environment conducive to Socratic seminarto Socratic seminarLet go of your control yet still Let go of your control yet still provide students with structureprovide students with structure

Have a ball!Have a ball!Good luck!Good luck!

A Gift for YouA Gift for You

Sample Seminars that WorkSample Seminars that Work

EvaluationEvaluation

Questions?Questions?

[email protected]@hickoryschools.net

828.322.2855 ext. 230828.322.2855 ext. 230

828.244.8759828.244.8759

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

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Credit info: Heather Mullins, Hickory Public Schools Middle/High Schools Instructional Coach

[email protected] http://mullinshe.wordpress.com/