Upload
buikhanh
View
219
Download
1
Embed Size (px)
Citation preview
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) TAKE NOTES• Write notes from your reading of the textbook
or handout.
• You will be able to use your notes during the seminar.
• Cornell/Two-Column notes are beneficial.
• Do not rewrite the textbook!
3) WRITE QUESTIONS• Write 2 close-ended questions over the text.
These are questions that have correct answers.
• Write 3 open-ended questions over the text. These 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.
Knowledgecollect 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
Comprehensionassociate compare distinguishextend interpret predictdifferentiate contrast describediscuss estimate grouporder cite convertsummarize explain traceparaphrase restate
• Examples: find meaning, transfer, interpret facts, infer cause & consequence, examples
Applicationapply classify change illustratedemonstrate calculate complete solvemodify show experiment relatediscover act administer articulatechart collect compute constructdetermine develop establish prepareproduce report teach transfer use• Examples: use information in new situations,
solve problems
Analysisanalyze 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
Synthesiscombine compose generalize modify
Invent plan substitute create
design integrate rearrange formulate
adapt rewrite anticipate speculate
devise compile express collaborate
Facilitate reinforce structure substitute
validate intervenenegotiate reorganize• Examples: discuss "what if" situations, create new ideas,
predict and draw conclusions
Evaluationassess 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
4)DISCUSS• We will sit in a circle.
• 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.
• You may pass, but remember you are being graded.
• 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.