Dr. Wendy Ghiora – Posting #33 – October 17, 2009
Purpose
Why use the Socratic Questioning Method when studying a text? The purpose of using this method is to help students achieve a deeper understanding about the ideas and values in a text. Through examination and questioning, students construct meaning through disciplined analysis, interpretation, listening, and participation.
Key Elements
The basic elements of Socratic Seminar are:
Text
Classroom environment
Questions
Text
The text selected should contain important and powerful ideas and values. It should be at the appropriate level for students and should relate directly to core concepts of the content being studied.
The participants are responsible for the quality of the discussion. Good discussions occur when students study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas.
The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner.
Classroom Environment
In this example, we will be using the “fishbowl” style. The setup for this is to have an inner circle and an outer circle with students facing inward. The same number of students is in each circle, with an inner circle participant partnered up with an outer circle participant.
Members of the outer circle listen observe and take notes as they evaluate their partner’s participation in the discussion. The groups switch halfway through the class period to allow the outside group a chance to participate in the discussion.
Questions
Prepare several questions in advance; in addition to questions students may bring to class. Questions should lead participants into the core ideas and values and in the use of the text in their answers. Questions must be open-ended, reflect genuine curiosity, and have no ‘one right answer’. Choose one question as the key interpretive question of the seminar to focus on and begin discussion. It is highly recommended that teachers engage students in a final reflection of questions discussed at the end of the seminar process.
Before the Seminar
- Introduce the seminar and its purpose (to facilitate a deeper understanding of the ideas and values in the text through shared discussion).
- Review the discussion norms:
Don’t raise hands
Listen carefully
Address one another respectfully, with good eye contact
Base any opinions on the text
Monitor ‘air time’ so everyone has a chance to speak
During the Seminar
- Sit at the students’ level and remind them to address each other, not you.
- Pose the key question.
- If conversation gets off track, refocus students on the opening uestion by restating it.
- Use additional questions to move the discussion along.
- Invite those who have not spoken into the conversation.
After the Seminar
Text Selected: 1st Amendment
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
A possible key question could be:
What is the author’s purpose in this text?
Here are more possible questions to consider:
Sample questions to serve as the key question or interpret the text:
What is the main idea or underlying value in the text?
What is the author’s purpose or perspective?
What does (a particular phrase) mean?
What might be a good title for the text?
What is the most important word/sentence/paragraph?
Sample questions to move the discussion along:
Who has a different perspective?
Who has not yet had a chance to speak?
Where do you find evidence for that in the text?
Can you clarify what you mean by that?
How does that relate to what (someone else) said?
Is there something in the text that is unclear to you?
Has anyone changed their mind?
Sample questions to bring the discussion back to students in closing:
How do the ideas in the text relate to our lives? What do they mean for us personally?
Why is this material important?
Is it right that? Do you agree with the author?
Sample debriefing questions:
Do you feel like you understand the text at a deeper level?
How was the process for us? Did we adhere to our norms?
Did you achieve your goals to participate?
What was one thing you noticed about the seminar?
Assessment
Use the rubric provided. These should be used by students as they evaluate their partners in the inner circle and as they reflect on their own participation.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Name of person you are observing ________________________
Topic: ____________________________________
1) Record a check for each time your partner contributed in a meaningful way:
_____ _____ _____ _____ _______________
2) On a scale of 1-5, with 5 being the highest, how well did your partner do at the following?
_____ Analysis and Reasoning
Did your partner….
Cite reasons and evidence for his/her statements with support from the text?
Demonstrate that they had given thoughtful consideration to the topic?
Provide relevant and insightful comments?
Demonstrate organized thinking?
Move the discussion to a deeper level?
Notes/Comments:
_____Discussion Skills
Did your partner…
Speak loudly and clearly?
Stay on topic?
Talk directly to other students rather than the teacher?
Stay focused on the discussion?
Invite other people into the discussion?
Share air time equally with others (didn’t talk more than was fair to others)?
Notes/Comments:
_____ Civility
Did your partner…
Listen to others respectfully?
Enter the discussion in a polite manner?
Avoid inappropriate language (slang, swearing)?
Avoid hostile exchanges?
Question others in a civil manner?
Notes/Comments:
Teachers, try the Socratic Seminar Method. You will be amazed at the thoughtful speaking eloquence your students will reveal.
"Wisdom begins in wonder."
No comments:
Post a Comment