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Socratic Seminars

Socratic Seminars. The Vision. Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers.”. What are Socratic Seminars?. Highly motivating form of intellectual and scholarly discourse.

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Socratic Seminars

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  1. Socratic Seminars

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

  3. What are Socratic Seminars? • Highly motivating form of intellectual and scholarly discourse. • An effective Socratic Seminar creates dialogue as opposed to debate

  4. Debate Dialogue • Is oppositional • One listens to counter arguments. • Affirms participant's points of view. • Defends assumptions as truth • Creates a close-minded attitude • Is collaborative • One listens to find common ground • Enlarges points of view • Reveals assumptions for re-evaluation • Creates an open-minded attitude

  5. Debate Dialogue • Defends thinking to show that it is right. • Calls for investing in one's beliefs. • One searches for weaknesses • Rebuts contrary positions and may belittle others • Debate assumes a single right answer • Demands a conclusion • Expects other’s reflections will improve their own thinking • Temporarily suspending one's beliefs • Searches for strengths • Respects others and seeks not to alienate • Assumes that cooperation can lead to greater understanding • Remains open-ended

  6. The Participants • Share responsibility for the quality of the seminar. • Most effective when participants: • study the text closely in advance • listen actively

  7. The Participants • Most effective when participants: • sharetheir ideas and questions in response to others • search for evidence in the text to support their ideas

  8. Things to Do! • Make direct textual references • Summarize others’ views AND expand on those views • Ask thoughtful questions AND ask clarifying questions • Be respectful AND exhibit leadership!

  9. Let’s Not: • Interrupt or dominate the discussion • Repeat another person’s point with no additional commentary • Seek to entertain or appear prepared rather than participating authentically • “Zone out” or get distracted or off topic

  10. I Blame Facebook, Texting, Twitter, etc.! • Let’s avoid one-way conversations! • The goal behind speaking is to not only express your thoughts, but to encourage others to open up and share!

  11. Conducting a “Fishbowl” Divide the class into “Inner” and “Outer” circles

  12. Conducting a “Fishbowl” • Inner circle = active participants • Outer circle = students observe an active participants for: • New ideas – Positive comments • Question asked – Negative Behavior • Referred to text – Side conversations

  13. Preparation for Socratic Seminar 50 / 50 / 50 Write-up! *due next Wednesday! • 1st: 50 words minimum on Barneys Case Stirs Talk of ‘Shopping While Black’ article - include both summary and commentary • 2nd: 50 words minimum on ‘Stop and Frisk’ Is Not Racial Profiling article – include both summary and commentary • Summary should highlight rhetorical appeals (logos, pathos, ethos) used in the articles! • 3rd: 50 words minimum – How do these articles relate to: Crash and A Class Divided – share both factual info, as well as personal insights

  14. Preparation for Socratic Seminar Finally AND Most Importantly: Create 2-3 interpretive discussion questions. These questions should be thought-provoking and challenging – yet, enjoyable to answer!!! Make sure your questions... (1) promote discussion. We want questions that do not have a clear answer. (2) directly rooted in the two articles (Barneys… and ‘Stop and Frisk’…), and in the films (A Class Divided and Crash). (3) lead to bigger ideas outside of the articles and films. Example: How does racial bias, stereotyping, bigotry, acts of discrimination, etc. impact you? How do you react/respond to it?

  15. Inspiration for your Questions! Barneys Case Stirs Talk of ‘Shopping While Black’ ‘Stop and Frisk’ Is Not Racial Profiling

  16. Guidelines for Questioning • Ask hypothetical questions • Ask questions with no right or wrong answers • Continue to ask “Why?” • Probe the responses of the participants with further questioning • Allow yourself to both guide the discussion but to go with it as well

  17. Guidelines for Questioning Learning occurs based on thekinds of questions asked • Develop opening, core, and closing questions before the seminar • Non-judgmental and derived from the text • Questions that raise questions • Avoid using YES/NO questions

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