SOCRATIC SEMINARSAn Inquiry Strategy

Socratic Seminar Vision

Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers”.

Participants seek deeper understanding on complex ideas through rigorously thoughtful dialogue than by memorizing bits of information

What are Socratic Seminars?

Highly motivated form of intellectual and scholarly discourse

Usually range from 30-50 minutesAn effective Socratic Seminar creates dialogue as

opposed to debate

Four Elements

An effective Socratic Seminar consists of four interdependent elements:The text(s) being consideredThe questions raisedThe seminar leader, and The participants

The Text

The seminar text can be drawn from readings in literature, history, science, math, health, philosophy, current events, or from works of art or music

Texts are usually chosen for their richness in ideas, issues, values, and their ability to stimulate extended, thoughtful dialogue.

The Question

An opening questions has no right answerIt leads participants back to the text as they

speculate, evaluate, define, and clarify the issues involvedResponses to the opening question generate new

questionsThe line of inquiry evolves on the spot

The Leader

Plays a dual role as leader and participant Leads thought exploration of the ideas in the text Actively engages in the group in the group’s

exploration of the text Helps participants clarify their positions when

arguments happen Involves reluctant participants w/their more vocal peers Must be patient enough to allow participants’

understandings to evolve Must be willing to help participants explore

nontraditional insights and unexpected interpretation

The Participants

Share responsibility for the quality of the seminar.

Most effective when participants:Study the text closelyListen activelyShare ideas and questions in response to othersSearch for evidence in the text to support their

ideas

BenefitsTime to engage in in-depth discussions,

problem solving, and clarification of ideasBuilding a strong, collaborative work cultureEnhanced knowledge and research baseIncreased success for all studentsTeaching respect for diverse ideas, people, and

practicesCreating a positive learning environment for

all students

Conducting a 3-4 Person TeamStrategy to use when you have a LARGE class

(over 25 students)Divide the class into “Inner” and “Outer”

circlesInner Circle – active participants/speakersOuter Circle- students observe 2-3 active

participants for: New ideas, more questions (what about ?), and hand notes

to their speaker using the text to further the conversation

Tips for the Seminar

Before the seminar:Read the text CAREFULLY (provocative

questions, short passages, identify tough vocabulary)

Highlight key facts and details that support key ideas/concepts raised in the text

Choose some questions in advance (broad, open-ended, to engage conversation

Tips for TeachersDuring the seminar:

Begin with an opening question that has NO right answer “what is meant by…” “what is your own interpretation of the reading?’

Listen HARD, follow each answer with another question if necessary

Keep students focused (clarification, paraphrase, insist on standards of rigor, etc.)

Allow for pausesTake notes

Tips for TeachersAfter the seminar:

Conduct a debriefingHave students write a reflectionDebrief the topicDebrief the process

Assess studentsAssign a grade for performanceMany prefer to assign a culminating written

assignment or essay

Happy Reading!