The Socratic Seminar: A Student-Centered Approach to

Inquiry-Based Discussion

Elizabeth SmithEnglish Language Fellow

Workshop Agenda

I.) What is the Socratic Seminar?

II.) Practice: Experience a Socratic Seminar

III.) Reflection

The Vision

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

What are Socratic Seminars?

Highly motivating form of intellectual and scholarly discourse

Rich, text-based discussionSharing, listening, learning, and reflection

Elements of a Socratic Seminar

4 Key Elements: Text Questions Students Teacher (Facilitator)

Usually range from 30-50 minutesAn effective seminar creates dialogue as opposed to debate

Starting DialogueAsking questions is the key! A leader prompts the use of dialogue

skill of collaboration that enables groups to create collective thinking.

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

Idea sharing no right, no wrong

Sparking Stimulating Dialogue

Observations: “I noticed the author repeated…”

Text Analysis: “One quote that was important to me was…”

Connection Making (self-text, text-text, text-world)

Conclusions: “I think the author is trying to say…”

Applications: “I think we are being challenged to…”

Discussion & Dialogue

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

Dialogue: an interchange of ideas especially when open and frank and seeking mutual understanding

A Socratic Seminar is collective inquiry where we suspend opinions, share openly, and think

creatively about difficult issues via discussion and dialouge

Dialogue is NOT Debate!

Debate Dialogue-oppositional -collaborative-defending arguments -open and reflective

The Text

Readings in literature, history, science, math, health, and philosophy or from works of art or music

Give students exposure to text day before to read and generate questions for participation

The Questions

An opening question has no right answerleads participants back to the text as

they speculate, evaluate, define, and clarify the issues involved.

Responses to the opening question generate new questions

Guidelines for Questioning

Learning occurs based on the kinds of questions asked

•Develop opening, core, and closing questions before the seminar – Non-judgmental and derived from

the text – Questions that raise questions

•Avoid using YES/NO questions

Example Questions:By what reasoning did you come to that

conclusion?What would you say to someone who said __?Are the reasons adequate? Why?What led you to that belief?How does that apply to this case?What would change your mind?Who is in the position to know if that is so?Why did you say “they?”What view would be in opposition to what you are

saying?

The Facilitator/Teacher

Begins Seminar by prompting beginning questions

Moderates balanced participationHelps participants clarify their

positions when arguments become confused

Tips for Teachers

Before the seminar: Read the text CAREFULLY

Focus on provocative questionsSelect short, accessible passagesIdentify challenging vocabulary

Choose an introductory question in advanceBroad, open-ended, provocative

Tips for TeachersReview & post seminar procedures

Respond to the opening questionExamine the text to support your

answer “I agree with… but would like to

add…” “I disagree with…because…” “I am confused by…”

Tips for Teachers

Allow for pauses Silent moments for thinking

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

of the session

The Participants

Share responsibility for the quality of the seminar.

•Most effective when participants: – study the text closely

in advance– listen actively

The Participants

Most effective when participants: – share their ideas and

questions in response to others

– search for evidence in the text to support their ideas

The “Fishbowl” Strategy:

For LARGE classes (over 25 students)• Divide the class into “Inner” and “Outer” circles

Conducting a “Fishbowl”

Inner circle = active participantsOuter circle = students observe 2 active participants for: New ideas Question asked Referred to text Positive Comments

Reflective Participants

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?

Benefits include:

All four language modalities utilized Academic Speaking and Listening Skills strengthened

In-depth discussions, problem solving, and clarification of ideas

Builds a strong, collaborative work cultureEnhances knowledge and research-basedIncreases success for all studentsTeaches respect for diverse ideas, people,

and practicesCreates a positive learning environment for

all students

Tips for Teachers

During the seminar: Begin with an opening question that has

NO right answer “What is meant by…” “What is the title, theme and tone of the

reading..?” “What is your own interpretation of the

reading…?”Teacher listens HARD, follows each answer,

if necessary, with another question.

Assessing

Take notes, use rubricsMany teachers prefer to assign a culminating written assignment or essay on the topic

Experience!

Observe a real Socratic Seminar

Read OUR textPractice a Seminar as a participant

Reflect

Questions?

Thank you very much for your time! Stay in touch!

Elizabeth SmithEnglish Language Fellow, CCNN

elfsmith@ccnn.org.ni

“English Language Fellow Nicaragua”