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The Socratic Seminar Model

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by

Jen Palluth

on 13 March 2013

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Transcript of The Socratic Seminar Model

Socratic Seminar Socrates: What is your purpose?
Boy: To learn. The Socratic Seminar Model Conduct the Discussion Step 3 Introduce Model Step 5 Review and Summarize Construction Step 6 Evaluate the Discussion with the Students Based on Previously Stated Criteria Step 2 Plan and cluster several questions of varying cognitive demand Step 1 Choose the text: Written, Visual, or Audio Questioning Open ended or controversial questions with no unequivocal resolution. Good questions are educative A six step process to success Choose appropriate reading level text excellent seminar member is: respectful, reasonable, asks for clarification the point is to make sense of topic together critical behaviors:
openness to ideas
lack of defensiveness (don't be confrontational!)
acceptance of others' viewpoints encourage students to think for themselves!!!!!!!!! ask follow up questions
encourage students, don't answer for them! allow wait time! (think time!)
ask open ended questions it is more important to develop critical thinking skills than come to a particular conclusion Students need to share
Make generalizations Evaluate leaders' performance Step 4 1. Choose a text related to curriculum and
choose basic, powerful, essential questions. "All that we know must be extracted from us through a series of questions and a process of inquiry" - the foundation of the Socratic Seminar
Enables teachers: facilitate explanations, expose assumptions, and recognize misconceptions Develops a community of learners; we have used dialogues since the beginning of time in debates and conversations. Student Dialogue: responses reflect prior knowledge, self-evaluations, and metacognition. Seminars are fast paced, therefore Paul’s Taxonomy of Socratic Questions are beneficial Blooms taxonomy for planned questions Provide opportunity for deeper thought Opening question should be broad, abstract, and engaging, capturing the essence of the text. Want to elicit a personal response from the students "Umbrella"question: basic higher-level question that raises an issue; does not lead to only one answer Cluster questions Several different clusters, move beyond
initial response Strong text=Strong answers Process is more important Students practice metacognition Students grade: based on participation and preparation Students should self-evaluate 6. Evaluate the discussion with the students
based on previously stated criteria. 5. Review and summarize the discussion 4. Conduct discussion 3. Introduce model, expectations of behavior, and how
students can prepare for dialogue about the reading. 2. Plan and cluster questions of different caliber for
students to take positions and reflect.
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