UP-LEVELING THE SOCRATIC SEMINAR

1. Let us examine this question together, my friend, and if you can contradict anything that I say, do so, and I shall be persuaded. - Crito, Plato UP-LEVELING THESOCRATIC SEMINAR

2. Why Socratic Seminar? • to support one another in deep exploration of TEXT through collaborative dialogue • encourages you to develop the following: • Exploration • Curiosity • Inquiry • Dialogue • Problem-solving • Cognitive flexibility

3. Rationale • “The goal of the Socratic seminar … is not to arrive a ‘correct’ interpretation of a text via the seminar teacher’s skillful questioning. Instead, it is the assumption of this method that knowledge and understanding are constructed by learners themselves, rather than discovered or received. In other words, understanding is emergent, uncertain, and subject to revision; it is connected to what learners already know; and it is a new creation by cooperative action, rather than a product solely of the author’s or teacher’s effort.” -- Peter Winchell, Socratic Seminars West

4. Discussion and Dialogue • Discussion in the dictionary is a close examination of a subject with interchange of opinions, sometimes using argument, in an effort to reach an agreement. • Dialogue, on the other hand, is an interchange of ideas especially when open and frank and seeking mutual understanding. It is a collective inquiry in which we suspend opinions, share openly, and think creatively about difficult issues.

5. Dialogue Collaborative Goals is understanding Listening for deeper meaning Re-evaluating assumptions Open-minded Temporarily suspending beliefs Search for strengths in all ideas Respects all participants People have pieces to answers Open-ended Socratic Seminar Demands Dialogue NOT Debate Debate • Oppositional • Goal is proving others wrong • Listening for flaws • Defending assumptions • Close-minded • Defending beliefs • Searches for weakness • Belittles or deprecates others • There is one right answer • Demands closure

6. A New Type of Socratic Seminar Configuration: • Triad (with Pilots & Co-Pilots) • Student Facilitator and Co-pilots monitor student interactions (with text, peers, and facilitator)

7. STUDENT ROLE: BEFORE THE SEMINAR • Read and evaluate the texts using the following: • Pre-read the text, with the purpose in mind. You have read several articles connected to SOCIAL NETWORKING. • So far, you have: • Identifiedthe big ideas found in the three articles. • Determined the two sides of the articles (positives and negatives of social networking) • Evaluated the authors’ evidence in the three articles • Create open-ended, high level prompts (using Costa’s and Thinking Tool icons) that demonstrate a thorough understanding of the text.

8. Student Role: BEFORE the Seminar Costa’s Levels of Inquiry + Thinking Tool icon = a scholarly prompt! • Students will write 4 prompts for discussion on the left-hand side of their Cornell Notes. • Sample Prompts: • Analyze the change over timepresented in Elizabeth Stone’s “Grief in the Age of Facebook.” Why is Social Networking not always appropriate to use? • Compare the authors’ perspectives regarding the value of social networking in Ham’s “We Shall Overshare” and Schawbel’s “How Recruiters use Social Networking.”

9. FACILITATOR: DURING THE SEMINAR • Opens the seminar with the Essential Question(s). • Facilitates the discussion, keeping scholars focused on the text. • Encourages scholars to cite text to support their conclusions. • Asks follow-up, “digging deeper” questions. • Involves reluctant participants to ensure class-wide involvement in the discussion. • Paraphrasing • Summarizing • Posing a new question • Sharing an additional prompt

10. Student Role:DURING the Seminar • Expected Note-taking (on the right side of their Cornell Notes) • can relate to the prompts they created • reflect the critical points made by peers • continue to generate prompts and/or copy down prompts of their fellow scholars to address.

11. Student Role: DURING the Seminar Using TRIADS to Increase Writing & Speaking to Learn… • Pilots will be responsible for contributing to the analysis of text(s) in the following ways: • Prepare a minimum of three prompts for the seminar • Share one discussion prompt (as written on Cornell notes) during an initial seminar Whip-Around • Listen to other pilot ideas and questions and actively respond and question accordingly • Seek support from Co-pilots • Share ideas from Co-pilot consultations

12. Student Role: DURING the Seminar Using TRIADS to Increase Writing & Speaking to Learn… • Co-pilots support the pilot: • Take notes on the conversation transpiring between pilots • Make annotations/highlights on text(s) to support ideas • Converse with pilot regarding the question at hand • Rotate to the pilot position • Enter the “Hot Seat” to contribute fresh ideas that will move the dialogue forward in a productive way