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Socratic Seminar is a structured discussion around a common text or resource designed to generate a deeper understanding of the text or resource through collaboration and intentional dialogue. This structure promotes critical thinking, collaboration, the understanding of various points of view and the analysis of multiple ideas on a common subject.
HANDOUTS and RESOURCES:
Steps to START a Socratic Seminar:
PURPOSE: Discuss the purpose and format of Socratic Seminar.
SELECT THE TYPE OF SEMINAR: Select the variation of Socratic Seminar that will best meet the purpose of the discussion: one large circle, fishbowl, simultaneous, or triad.
SELECT TEXT: Select an interesting and rigorous text or photograph and have every student use appropriate reading strategies to analyze the text or photograph.
CREATE QUESTIONS: Have students generate at least two Costa’s Level 2 or 3 questions, which can be used during the discussion.
BEFORE 1ST SEMINAR: Before the first Socratic Seminar, discuss with students that Socratic Seminars are times for discussion/dialogue, not debate/argument.
BEGIN WITH A QUESTION: To begin the conversation, either select an overarching question from the student-generated questions or use a teacher-created question.
How to SET UP a Socratic Seminar:
SET UP:
LARGE CIRCLE SEMINAR:
SET UP: Have students move desks into one large circle
EXPECTATIONS: Set up expectations of how students should discuss (do not raise hand, do not dominate, respectfully disagree, build on what others said)
FISHBOWL:
SET UP: Have students partner into an A and B pair. Arrange desks into two circles with an equal number of seats. The Inner Circle will be for the A students, the outer circle for B.
INSTRUCT: Tell students in the outer circle to sit in a seat where they can see the face of their partner in the inner circle. Students cannot sit in the seats behind.
CHECK LIST: Provide outer-circle students with the Observation Checklist for Socratic Seminar to use to observe and record notes on their partner’s participation in the dialogue and the Socratic Seminar process.
PILOT/CO-PILOT:
DIVIDE STUDENTS: Divide students into thirds and arrange the seats so that one-third of the students sit in the inner circle (as the “pilots”).
SET UP CIRCLE: Set two chairs behind each pilot’s chair (for the “co-pilots”). If the total number of students does not divide evenly into thirds, arrange the chairs accordingly so that a few pilots only have one co-pilot each, instead of two.
“FLIGHT CREW” TIME: Once students are seated, instruct the pilots to discuss the questions that they created about the text with their co-pilots. Allow about one minute for each “flight crew”—pilot and co-pilot working together—to share their thoughts about the questions.
OPENING QUESTION: Determine the opening question and allow the Seminar to develop its initial dialogue.
CO PILOTS: The outer ring of co-pilots does not openly contribute to the discussion occurring in the inner circle. However, encourage co-pilots to take notes or write down points that they wish to mention at the first available opportunity.
“STOP-OVER”: At appropriate times—about every five to seven minutes—announce a “stop-over,” and pause the discussion. Allow the pilots to turn to their co-pilots once again to quickly gather input and reactions regarding the inner-circle discussion. At this point, allow co-pilots the opportunity to relieve their pilots, if they so desire, and assume the inner-circle seat.
SIMULTANEOUS SEMINAR:
SET UP: Divide students into 2-3 groups. Have students move desks into 2-3 groups
EXPECTATIONS: Set up expectations of how students should discuss (do not raise hand, do not dominate, respectfully disagree, build on what others said)
Steps to CARRY OUT the Socratic Seminar:
DISCUSSION: Have students begin discussing the question and encourage the students to refer to the text when responding to the other students in the circle
ACADEMIC LANGUAGE SCRIPTS: Students can use Academic Language Scripts to encourage polite discussions
TEACHERS ROLE: As the teacher, it is important to either remain outside of the circle from the beginning or to begin in the circle, but encourage students to address each other and work toward transitioning out of the circle. This will encourage students to discuss directly with the others students in the circle, instead of addressing you. Teachers could record participation by tallying or drawing a discussion web.
TALKING CHIPS: If you notice certain students dominating the conversation, consider having students use “talking chips” (e.g., pennies, playing cards, different colored paper).
WHOLE GROUP DEBRIEF: At the end of the discussion, conduct a verbal debrief by asking the students open-ended questions. Continue with a final overarching question about a final thought on the discussion, which each student answers.
SEMINAR GOAL: Have students reflect on what they did well and what they could improve upon for next time or make a goal on how they could improve during the next Socratic Seminar (e.g., only have one speaker at a time, make sure everyone has a chance to speak).
INDIVIDUAL REFLECTION: As a final step, consider having students write a written reflection or use the ideas from the Socratic Seminar in connection with a larger writing prompt.
SCAFFOLDS for the Socratic Seminar:
Read the text aloud together and lead students through the reading process.
Reiterate, model, and encourage specific skills necessary for conducting effective dialogue.
Provide students with copies of Seminar handouts to read as homework assignments: Rules of Engagement for Socratic Seminar, The Role and Responsibilities of the Socratic Seminar Participant, and Academic Language Scripts for Socratic Seminar.
Select shorter texts or quotes in which students can closely observe key words or lines. Comparing and contrasting two shorter paragraphs works well.
Develop teacher questions to use as models, and then develop questions together as a class.
Conduct mini-Seminars, where small groups practice the skills for conducting effective dialogue. Consider having one student observe and take notes on each group’s performance and help debrief when finished.
When time is limited for a Seminar, use the Whip-Around brainstorming strategy to allow all students to respond to a prompt.
EXTENSIONS of the Socratic Seminar:
Base the Socratic Seminar on a more complex text.
Use multiple sources related to the topic.
At natural breaks in the dialogue, direct students to connect the themes of the Socratic Seminar with deeper content ideas, cross-curricular areas, or personal experience
Provide students with more autonomy for structuring and leading the Socratic Seminar.
Use student leaders to moderate smaller groups of Socratic Seminars, and then run several simultaneous Seminars, either on one text or on several differing texts, that have a common theme or subject.
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