Socratic SeminarsAn Introduction

To Build 21st Century Survival Skills

Achieve a deeper understanding about the ideas and values in a text

Purpose

Critical Thinking and Problem Solving Identifying and asking significant questions that

clarify various points of view and lead to better solutions

Curiosity and Imagination Developing, implementing and communicating

new ideas to others Being open and responsive to new and diverse

perspectives

21st Century Survival Skills

Communication Articulating thoughts and ideas clearly and

effectively through speaking and writing

Agility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of

ambiguity and changing priorities

21st Century Survival Skills

Initiative and Entrepreneurialism Going beyond basic mastery of skills and/or

curriculum to explore and expand one’s own learning and opportunities to gain expertise

Leadership and Collaboration Using interpersonal and problem-solving skills to

influence and guide others towards a goal Acting responsibly with the interests of the larger

community in mind

21st Century Survival Skills

Good discussions occur when participants Study the text closely in advance Ask higher order thinking Qs Listen attentively Share their ideas and questions in response to

the ideas and questions of others Search for evidence in the text to support their

ideas

Good Discussion

The participants carry the burden of responsibility for the quality of the discussion.

Burden of Responsibility

Read text closely◦ The Kite Runner◦ A short informational text (should be read and

annotated) Connect the informational text to events in

The Kite Runner Pose higher order thinking Qs using Bloom’s

Taxonomy Identify 2 Qs to pursue during the

discussion Answer 2 Qs in paragraph form using

textual evidence

Preparation

Complete Questions for Socratic Seminar and bring to class on the day of the Socratic Seminar.  

You will not be allowed to participate in the Socratic Seminar without completing Questions for Socratic Seminar

Preparation Tool

Questions for Socratic Seminar – October 15th Name Write 1 Question for each of the following levels of Bloom’s Taxonomy. Questions should be directly related to the book and/or the article. The best questions will fuse the subject matter of the book and the article together. ***Highlight 2 questions to pursue during the discussion that would spark conversation and a deeper level of thought.

Level 3   

Level 4   

Level 5   

Level 6  

*** In paragraph form, answer 2 of your questions in a reasonable, insightful, and creative manner using TEXTUAL EVIDENCE1.        2.       

I will be observing and recording.

During

  Asks Questions Answers Questions Manners Encouragement or Textual Evidence

  Qqq AA   E

    AAAAAAAA i/sc/sc/ii/sc TGT

  QGQ  AAaaGAA

  ttt

  Q AAAAAA iiiiii

  Q AAAA ii T

       Disengaged/doodling

Participants will Self-Assess their preparation and performance during the Socratic Seminar.

I will collect your Questions for Socratic Seminar and your annotated article as a part of the evaluation.

As soon as possible I will give your feedback using the following rubric:

Afterward

 

Reading of text & preparation for seminar.(11.4.2.2, 11.5.3.3, 11.5.4.4)

 

Engaged in discussion & stays on-task.  

 

Supports ideas w/ references to the text.(11.4.2.2, 11.5.3.3, 11.5.4.4)

 

Encourages thinking and participation in others.

 

Listens respectfully & builds from ideas of others.

 

Presents self and ideas in a civil & proper manner.

 

Questions insightfully & uses sound reasoning.(11.4.2.2, 11.5.3.3, 11.5.4.4)

 

Accepts more than one point of view on the text.(11.4.2.2, 11.5.3.3, 11.5.4.4)

5Outstandin

g 

Remarks & written work reveal a close, critical reading of the text & thorough preparation.

Demonstrates active & eager participation throughout entire seminar. Keeps group on-task. 

Makes specific references to text to support & defend ideas on a consistent basis.

Guides the direction & success of the seminar & takes steps to involve all participants.

Listens unusually well. Comments indicate very accurate & perceptive listening.

Demonstrates respect & enthusiasm. Works to support all participants at all times.

Questions & ideas are apt, insightful, & logical; and contribute to construction of meaning.

Accepts points of view other than own & uses them to expand ideas & discover new meaning.

4Good

 

Remarks & written work reveal a close, critical reading of the text, but preparation appears incomplete.

Active & eager participation in more than 80% of seminar. Keeps self on-task always and others at times.

Makes specific references to text to support & defend ideas often & when challenged.

Attempts to guide seminar and draw in participants and is most often successful.

Listens well. Pays attention & generally responds well to ideas & questions from others.

Demonstrates respect & enthusiasm. Supports all participants most of the time.

Questions & ideas are apt, insightful, and logical but may not fully help meaning construction.

Accepts points of view other than own and attempts to use them to discover new meaning.

3Average

 

Remarks & written work reveal a close reading of the text, but ideas seem to be less than complete.

Active & eager participation in more than 50% of seminar. Stays on-task most of the time.

Makes specific references to text to support & defend ideas only when challenged.

Attempts to guide seminar and draw in participants but is not always effective.

Generally listens well but is not always attentive as evident in responses or body language.

Demonstrates respect but may be less than totally supportive of others at times.

Questions & comments are apt & logical but lack insight to move group forward.

Acknowledges other points of view but struggles to use them to expand meaning.

2Below

Average

Remarks & written work do not reveal a close, critical reading of the text.

Some active participation in seminar; may be less than eager. Off-task frequently. 

Makes few references to text to support & defend ideas even when challenged.

Attempts to guide seminar and draw in reluctant participants are not successful.

Comments tend to reflect an earlier failure to listen carefully to what was said.

Speech & manner suggest lack of understanding of purpose. Lacks sense of teamwork.

Questions & ideas reveal personal reactions, but not logical, apt arguments.

Argues with other points of view and reluctantly acknowledges them as a possibility.

1 Not

Acceptable 

Remarks & written work suggest the text was not read.

No active participation in seminar. Others may be distracted by behavior. 

Makes no specific references to text to support & defend ideas.

Makes no attempts to guide seminar or draw in reluctant participants.

Does not listen adequately. Comments or body language suggestive of inattentiveness.

Does not display respect or enthusiasm for seminar or other participants.

Remarks are illogical, difficult to follow, & offer the group no benefit.

Does not acknowledge or accept other points of view.

Socratic Seminars will be used to meet academic standards for:◦ Analyze themes/central ideas/events and their

development throughout the text (F/IT) ◦ Cite strong textual evidence to support analysis of

text (F/IT)◦ Determine meanings of words/phrases in a text

(e.g. figurative language, connotation, word choice, tone) (IT)

Standards

Socratic Seminars will be held:◦ Wednesday, 10/15 (Formative)◦ Friday, 10/24 (Formative)◦ Friday, 10/31 (Summative)

Dates