Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Socratic Seminar

No description

Kaitlin Edgerton

on 25 October 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Socratic Seminar

Making the Leap to Socratic Seminars
By Elizabeth Ely Summary How could Socratic Seminars benefit you? Getting Them Ready Critique/Perspective Reflection/Future Implications What can we learn from this
experiment in planned obsolescence? How Does It Work? This method of inquiry is based on the question and answer model. Class Dialogue "As for me, all I know is that I know nothing." - Socrates Three Major Skills Active Listening
Academic Discussion
Collaborative Teamwork Classroom Environment Introduction to Socratic Seminars What?
How? "My favorite part was explaining my role as teacher, which is to open a Diet Coke and relax. They laughed, but by the end of the year, they realized how accurate this description had been."
-Elizabeth Ely "The only thing that could have made it more impressive was if you had just turned around and left the room." -principal at Walker Middle Magnet for International Studies Is this something that you could foresee yourself using in your classroom? What are some advantages and disadvantages of Socratic Seminars? Perspective of the Author Elizabeth Ely is a 6th grade ELA and world history teacher at Walker Middle School for International Studies in Tampa, FL.

Ms. Ely stated in the article that Socratic Seminars and a student-centered classroom was "revolutionary for me, a teacher who once felt more comfortable with a tightly scripted plan for each lesson." Center for Teaching Quality CTQ seeks to improve student learning and advance the teaching profession by:

Cultivating teacher leadership
Conducting timely research
Crafting smart policy The Center for Teaching Quality (CTQ) is a national nonprofit focused on teacher-led transformation of schools and the profession. CTQ supports TLN members in spreading their expertise beyond the classroom. Launched in 2003, TLN has established national credibility as a reliable, autonomous source of expert teacher opinion. The Teacher Leaders Network (TLN) is the Center for Teaching Quality’s virtual community of more than 1,500 accomplished teacher leaders from across the country. Parting Comments from Elizabeth Ely She plans to continue to take risks in the classroom! In a effort to critique this article, I visited this page to learn more about Socratic Seminars:

The author definitely did her homework. She prepared the students extensively and included the students on the establishment of the norms.

The author understood what a leap it was to change from a teacher-centered, teacher-led classroom to a student-centered classroom.

Based on what she learned during her first year of Socratic Seminars, she discussed some changes for the next year.

Overall, Ms. Ely's article was a worthwhile read on the benefits of Socratic Seminars and the task of preparing your classes! What does this mean for student centered learning? How do these skills prepare student
for life after school? Whats Bloom got to do with it? 3 Levels of Questions - Level 1 (Closed-Ended)
e.g. Who becomes Pip's primary antagonist in the second stage?
- Level 2 (Open-Ended, Analytical)
e.g. Is Pip's change sudden or slow-to-come?
- Level 3 (Universal Theme Questions)
e.g. How have your "great expectations" changed to this point in your life? Socratic Seminars Greek Philosopher Logical Conversation Preparation Techniques Preparing for a Socratic Seminar 1. Read assigned text

2. Create at least 3 questions about the text. Hitting on all three levels of questioning.

*This provides students with an entry into the seminar. Conducting the Socratic Seminar 1. If no student volunteers to begin, start with a level one question.

2. The answer should lead to the number two and three questions.

3. This creates your flow. Guidelines - Allow students the opportunity to speak, uninterrupted.

- Permit students to pass on speaking.

- Silence a participant who is attempting to dominate the conversation.

- Promote active listening.

- Discuss ideas not opinions.

- Use a score sheet to record students participation.
Full transcript