The VisionThe Vision

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

The VisionThe Vision

• Participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.

What are Socratic Seminars?What are Socratic Seminars?

• Highly motivating form of intellectual and scholarly discourse.

What are Socratic Seminars?What are Socratic Seminars?

• Usually range from 30-50 minutes–An effective

Socratic Seminar creates dialogue as opposed to debate.

Starting DialogueStarting Dialogue

• Asking questions is the key! • A leader prompts the use of dialogue – Participants learn to be less attached to their

ideas and less reliant on persuasion for influencing opinions.

• Dialogue is a skill of collaboration that enables groups to create collective thinking.

Dialogue is NOT Debate!Dialogue is NOT Debate!

Four ElementsFour Elements

• An effective seminar consists of four interdependent elements:

1. the topic/text being considered

2. the questions raised

3. the seminar leader, and

4. the participants

The TextThe Text

• A seminar text can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music.

The QuestionThe Question

• An opening question has no right answer– It reflects a genuine curiosity on

the part of the leader.

Should human embryos be cloned in order to save lives?

The LeaderThe Leader

• Plays a dual role as leader and participant –Consciously leads a thoughtful exploration

of the ideas in the text.–As a seminar participant, actively

engages in the group's exploration of the text.

The ParticipantsThe Participants

• Share responsibility for the quality of the seminar.

• Most effective when participants: –study the text closely

in advance

– listen actively

The ParticipantsThe Participants

• Most effective when participants:

–share their ideas and questions in response to others

–search for evidence in the text to support their ideas

Conducting a “Fishbowl”Conducting a “Fishbowl”

• Divide the class into “Inner” and “Outer” circles

Responsibilities of the inner Responsibilities of the inner circle memberscircle members

• Students are to clear desks and Students are to clear desks and display only prepared answers to display only prepared answers to the discussion questions.the discussion questions.

• Students, not the teacher, determine Students, not the teacher, determine the first speaker. the first speaker.

• A student enters the discussion A student enters the discussion only when the previous speaker only when the previous speaker indicates that he or she has indicates that he or she has finished.finished.

Responsibilities of the Responsibilities of the outer circle membersouter circle members

• students in the outer circle are to script students in the outer circle are to script as much of the discussion content as as much of the discussion content as possible as the discussion evolves.possible as the discussion evolves.

• If the inner circle decides to reach a If the inner circle decides to reach a consensus, students of the outer circle consensus, students of the outer circle are required to summarize and record are required to summarize and record the consensusthe consensus

Philosophical ChairsPhilosophical Chairs• Philosophical Chairs differs from Philosophical Chairs differs from

Socratic Seminar in that it is not Socratic Seminar in that it is not dependent on a textdependent on a text

• Philosophical Chairs focuses on a Philosophical Chairs focuses on a central statement or topic that is central statement or topic that is controversial.controversial.

• Philosophical Chairs basic format Philosophical Chairs basic format remains the same from grade level remains the same from grade level to grade level,to grade level,

Guidelines for Guidelines for Philosophical ChairsPhilosophical Chairs

Classroom SetupClassroom Setup

• Chairs/desks are set up facing each Chairs/desks are set up facing each other with about half facing one way other with about half facing one way and half facing the opposite way.and half facing the opposite way.

Directions for Directions for Philosophical ChairsPhilosophical Chairs

• A statement is presented to the A statement is presented to the students.students.

• Those who agree with the central Those who agree with the central statement sit on one side and those statement sit on one side and those who disagree sit on the other side.who disagree sit on the other side.

• A mediator, who will remain neutral A mediator, who will remain neutral and call on sides to speak, is and call on sides to speak, is positioned between the two sidespositioned between the two sides

Directions for Directions for Philosophical ChairsPhilosophical Chairs

• The mediator recognizes someone The mediator recognizes someone from the side of the classroom that from the side of the classroom that agrees with the central statement to agrees with the central statement to begin the discussion with an argument begin the discussion with an argument in favor of the position stated. in favor of the position stated.

• Next, the mediator will recognize Next, the mediator will recognize someone from the other side to someone from the other side to respond to the argument.respond to the argument.

Nuclear PowerNuclear Power Pros and Cons Pros and Cons

What do you think?What do you think?

Nuclear Power is the best Nuclear Power is the best and most viable and most viable

alternative fuel sourcesalternative fuel sources

What do you think?What do you think?

DesignedDesigned byby

The RHS AVID TeamThe RHS AVID Team

Mr. Earl Hankerson, DirectorMr. Earl Hankerson, Director

Mr. Perry L. West. Science Mr. Perry L. West. Science

Dept. ChairDept. ChairAdapted and revised from the AVID Socratic Seminar Adapted and revised from the AVID Socratic Seminar