Socratic Seminar

What Are Socratic Seminars? Why Use Socratic Seminars in the Classroom?

Socratic Seminars are a highly effective social learning technique backed by research. They can be used from early elementary through PhD level study. Socratic seminars create learning using the social aspects of of learning, and have been shown to provide rich educational growth in students in a variety of ways. In addition to the speaking and listening skills acquired through a socratic seminar, students learn to evaluate data they want to use to plan, read carefully to find ideas that support their beliefs, and to respectfully engage as a citizen in the classroom.

Elfie Israel succinctly defines Socratic seminars and implies their rich benefits for students:

The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly. (89)

Israel, Elfie. “Examining Multiple Perspectives in Literature.” In Inquiry and the Literary Text: Constructing Discussions n the English Classroom. James Holden and John S. Schmit, eds. Urbana, IL: NCTE, 2002.

Variations of Socratic Seminars

Traditionalist: Students sit in a large circle. There is no “front” of the room in this approach. Students then have an ongoing conversation and assist each other in maintaining the conversation. Students will have read a text and have prepared their own questions or prepared answers to pre-provided open-ended questions that may guide the discussion.
The “Fish Bowl” Approach: Students are arranged an inner circle where students have the Socratic Seminar discussion and an outside circle with observing students who are participating on a "backchannel" activity like taking notes on key ideas and writing down clarifying questions to discuss during their own time in the inner circle. In some cases, students track a partner on the inner circle and provide kind, constructive feedback on the number of interactions and types of interactions when in the inner circle. This method allows students who do not necessarily get a chance to speak in the large seminar to have a conversation with others who are also typically more quiet.
The Round Table Approach: Unlike the fishbowl, students gather around a singular round table where they can lean in and discuss ideas. This can often lead to closer proximity but it lacks some of the openness of the fishbowl. This option works well for smaller groups.
The Scattered Approach: In this approach, students scatter in a semi-circle. Students might sit “kindergarten style” in a laid-back style. Or they might both stand and sit in a giant circle (with students sitting in chairs or standing and leaning toward the back). This approach is intentionally interactive and open.
Multiple Seminars: Here, a larger group up into 2-4 separate Socratic Seminars, as a teacher walks around and monitors each group. This method allows for more students to participate in a limited amount of time.
Online/Offline Seminars: With this option, half the class engages in a discussion through a chat (online) while others have the Socratic Seminar in person.
Asynchronous/ Digital: Students participate over the course of week in a Socratic Seminar. Students pose questions to an online platform (like Flip) and then return 2-3 times later in the week to respond to questions and other people's responses in recorded videos.

Instructions

In Person

Complete documents to prepare for in class speaking day.

LEVEL UP YOUR QUESTIONING
- The first page demonstrates types of questions that will not create discussion and how to create better questions. Use the second page (black and white) to write your questions. Compare your questions to the first page (color). If your questions resemble the green ones, you may add them to the READiness Guide and Graphic Organizers.
READiness Guide
- Complete the guide to prepare to discuss. Use the SOCRATIC SEMINAR EXPECTATIONS (listed below) to help prepare for the discussion and complete the guide and Graphic Organizers (pages 5 and 6)
  - Expectation 1: You will read the assigned text and fill out the READiness Guide to prepare for our discussion. You will also write at least 2 ideas with TEXTUAL EVIDENCE in the form of CITED QUOTES in each section of the graphic organizers.
  - Expectation 2: You will write unique questions worded to generate discussion. You will find two quotes that support a THEME STATEMENT. Write both the quote and the theme statement below.
  - You will write one thoughtful insight that you formed during reading. Some verbs that lend well to insight are: realize, infer, interpret, observe, etc.
  - Rule 1: If your question falls flat (meaning no one has anything to say about it), then you will not get participation credit for that question.
  - Rule 2: It is in your best interest not to collaborate or copy classmates for this assignment because no repeated questions are allowed. If someone asks one of your questions before you get a chance to, then you must ask a different one of the three you have written down.
  - Rule 3: If all three of your questions get asked before you can pose one, then you must think of a unique question that hasn’t been asked yet. Therefore, it is best to use your own unique brain (not the internet nor a friend) when forming your questions. The same applies to the quotes and insight. No repeats are allowed.
- TALKING TRANSITIONS
  - Working in transition words to help the conversation flow, try to use one transition from at least three different categories. Use the transitions naturally, making sure everyone has a chance to contribute.
  - In class you will be given 2-3 randomly selected transition words to use during the discussion.

Asynchronous / Digital

Complete documents to prepare for in speaking assessment using the Flip. See the instructions for the documents under the In Person instructions.

Using the preparation documents, you will participate in an online discussion using Flip (formerly Flipgrid).
Open the Flip and join using this link. The QR code will also get you to the Flip.
You need to create a video for each discussion topic:
- 2 questions
- one quote with theme statement.
Then view the other videos that are posted throughout the asynchronous discussion.
unity to respond and get full credit.

To earn full credit you must:
- Respond to at least two different video questions with a thoughtful VIDEO response of a life video of you responding to the question. Use the discussion rubric on the READiness Guide page to see the expectations for responses.
- Respond to at least one theme statement and quote video with a thoughtful VIDEO response of a life video of you responding to the question. Use the discussion rubric on the READiness Guide page to see the expectations for responses.
- Responses MUST be in the form of a video, typed responses will not count.
- Responses should use the transitions, as if you were participating in a live discussion. See the TALKING TRANSITIONS sheet to help prepare your responses. Transitions (minimum of 3) should come from a different categories. If you are struggling to get all of the categories, make sure you have used one from at least three different categories.
- Respond to all aspects before the deadline. No late work will be counted for this make-up discussion. You will need to access the FLIP on multiple days throughout the week to ensure you are participating fully in the discussion. It is best to get started early in the week, so everyone has the opportunity to respond and get full credit.

Socratic Seminar Handouts LOP 2023.pdf

Bloom's Taxonomy Sentence Stems

Use Levels 4-6 for discussion questions.

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