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Spartanburg School District Seven Spartanburg, SC May 2011

THE SOCRATIC METHOD. Acquiring 21 st Century Skills Using a 4 th Century BCE Strategy. Spartanburg School District Seven Spartanburg, SC May 2011. Presented by Richard D. Courtright, Ph.D. Gifted Education Research Specialist Duke University Talent Identification Program.

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Spartanburg School District Seven Spartanburg, SC May 2011

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  1. THE SOCRATIC METHOD Acquiring 21st Century Skills Using a 4th Century BCE Strategy • Spartanburg School District Seven • Spartanburg, SC • May 2011 Presented by Richard D. Courtright, Ph.D. Gifted Education Research Specialist Duke University Talent Identification Program

  2. THREE COLUMN DIAGRAM

  3. Definition “Questioning students about something they have read so as to help them improve their understanding of basic ideas and values… [Seminars] are conversations, conducted in an orderly manner by the teacher who acts as leader or moderator of the discussion.” (Adler, 1984)

  4. Rules for Conducting a Seminar • Seat the students in a circle. • The seminar leader may only ask questions. • All students must have read the selection. • Answers given to the question(s) are related to the text under study; no outside source is cited

  5. Guidelines ... the Socratic Seminar Leader... • Asks an opening question.

  6. Guidelines ... the Socratic Seminar Leader... • Asks for clarification in a given response.

  7. Guidelines ... the Socratic Seminar Leader... • Redirects the question until a clear answer is given.

  8. Guidelines ... the Socratic Seminar Leader... • Looks for connections of the responses to larger issues.

  9. Guidelines ... the Socratic Seminar Leader... • Involves everyone. (Keeping a seating chart may help with this).

  10. Guidelines …the Socratic Seminar Leader... • Uses wait time.

  11. Guidelines ... the Socratic Seminar Leader... • Is an active listener.

  12. Guidelines ... the Socratic Seminar Leader... • Objectively receives the participant’s answer.

  13. Guidelines ... the Socratic Seminar Leader... • Does not insist on common agreement;...

  14. Guidelines ... the Socratic Seminar Leader... • seeks diverging opinions on the answers. …

  15. Guidelines ... the Socratic Seminar Leader... • Determines the resolution of the question.

  16. Developing Good Questions for Socratic Seminars • Three types of questions: • Fact • Interpretation • Evaluation

  17. Developing Good Questions for Socratic Seminars • There should be an element of doubt regarding the answer to the question.

  18. Developing Good Questions for Socratic Seminars • The question should be answerable based on what the author has said in the text.

  19. Developing Good Questions for Socratic Seminars • The question should deal with the important, crucial elements of the work.

  20. Developing Good Questions for Socratic Seminars • The question should relate to the work at hand.

  21. Developing Good Questions for Socratic Seminars • Clarity and simplicity of the question is important (KISS).

  22. Developing Good Questions for Socratic Seminars • The question should be interesting to the leader of the discussion.

  23. Content Analysis • Read the selection. • Read the selection again, and… • Evaluate the students’ readiness for the content.

  24. Content Analysis • Consider school or community factors… • Underline crucial words. • Identify pivotal sentences.

  25. Content Analysis • Make a list of the important • points, • questions, • problems / issues • concepts / themes

  26. Content Analysis • Devise a series of questions to be asked. • Order the questions. • Devise a diagram or chart to frame the issue.

  27. Content Analysis • Examine the time available and prioritize the questions. • Prepare 5; plan to use 3, begin with best (#1).

  28. Structure: "Ideal" Characteristics of a Socratic Seminar • Who: Any and all students of any age. • What: Any work of human creativity. • When:Once a week on Wednesday. • Where:In a circle. • How: Badly, then better.

  29. Structure: "Ideal" Characteristics of a Socratic Seminar • Why: To develop deeper understanding of the ideas, values, problems, issues and themes in the curriculum. • Why: To regain a large measure of the pleasures of teaching and the teacher-learner interaction. • Why: To increase student thinking and reasoning ability. • Why: To increase student communication ability. • Why: For the joy of it.

  30. Richard D. Courtright, Ph.D.Gifted Education Research SpecialistTalent Identification Program Duke University(919)668-9130rcourtright@tip.duke.edu Contact Information:

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