Purpose of Socratic Seminar Provokes thought, dialogue, and

ownership for learning Allows students to speak (97% of the

time) Leads to self-knowledge and

understanding Puts ownership of learning on students Gives students confidence Leads to high retention rates

Room Arrangement

Circle Outer circle if necessary Hot seats

(Ball, Wanda H., & Brewer, Pam. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education)

Discussion Vs. Socratic DialogueDiscussion

Rows; teacher higher Teacher talk--97% Avg. response:2-3

sec. Teacher affirmation Thinking ends as

soon as someone is right

“frill”

Socratic Dialogue All in circle Student talk--97% Avg. response: 8-12

sec. No teacher approval Textual back up,

open-ended exploration

Accountability

Teacher Preparation Selection of readings

– Filled with issues and ideas worthy of discussion

– Has ambiguities, contradictions, etc. Define objective and outcome

– What must be taught didactically vs. concepts explored in seminar?

Prepare pre- and post-tasks Write the questions

Classroom Use

1-2 times/week in English & social studies

Few times/ quarter in anatomy & physiology

Every other week with earth science Occasionally in other subjects to make

content relevant and expandable

The Questions Opening (20-45 minutes or longer)

– Should be broadest– Should send class directly to text in any

number of places for evidence Core (5-15 minutes)

– Focused on finite issues. Three to eight questions depending on length and complexity. How and why questions.

Closing– Should connect student lives to text.