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Socratic Seminar

On this page, you will find...

Socratic Seminar Overview Video

Socratic Seminar (Pilot/Co-pilot) Overview

Reflection

Accountability

All activities can be adjusted by SDG, product, and grade level/subject matter

Tasks

1. View the Socratic Seminar video.
2. Consider the Overview (text).
3. Complete the Socratic Seminar.
4. Update your Daily Report and Action Plan.
5. Reflect on the Seminar.

Socratic Seminars

Video

Scott Moran

Overview of Socratic Seminars

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Part 1: The Socratic Questioning Technique

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The Socratic questioning technique is an effective way to explore ideas in depth. It can be used at all levels and is a helpful tool for all teachers. It can be used at different points within a unit or project.

 

By using Socratic questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the teacher's and students’ part since it may be a whole new facet of learning.

Part 2: Types of Socratic Questions and Examples

The Socratic Questioning technique involves different types of questions. Some examples of these are:

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Clarification questions

  • What do you mean by…?

  • Could you put that another way?

  • What do you think is the main issue?

  • Could you give us an example?

  • Could you expand upon that point further?

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Questions about an initial question or issue

  • Why is this question important?

  • Is this question easy or difficult to answer?

  • Why do you think that?

  • What assumptions can we make based on this question?

  • Does this question lead to other important issues and questions?

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Assumption questions

  • Why would someone make this assumption?

  • What is _______ assuming here?

  • What could we assume instead?

  • You seem to be assuming______.

  • Do I understand you correctly?

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Reason and evidence questions

  • What would be an example?

  • Why do you think this is true?

  • What other information do we need?

  • Could you explain your reason to us?

  • By what reasoning did you come to that conclusion?

  • Is there reason to doubt that evidence?

  • What led you to that belief?

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Origin or source questions

  • Is this your idea or did you hear it from someplace else?

  • Have you always felt this way?

  • Has your opinion been influenced by something or someone?

  • Where did you get that idea?

  • What caused you to feel that way?

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Implication and consequence questions

  • What effect would that have?

  • Could that really happen or probably happen?

  • What is an alternative?

  • What are you implying by that?

  • If that happened, what else would happen as a result? Why?

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Viewpoint questions

  • How would other groups of people respond to this question? Why?

  • How could you answer the objection that ______would make?

  • What might someone who believed _____ think?

  • What is an alternative?

  • How are ____ and ____’s ideas alike? Different?

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Part 3: Guidelines for Socratic Seminar Participants

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  1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not learning a subject”; your goal is to understand the ideas, issues, and values reflected in the text.

  2. It’s OK to pass when asked to contribute.

  3. Do not participate if you are not prepared. A seminar should not be a bull session.

  4. Do not stay confused; ask for clarification.

  5. Stick to the point currently under discussion; make notes about ideas you want to come back to.

  6. Don’t raise hands; take turns speaking.

  7. Listen carefully.

  8. Speak up so that all can hear you.

  9. Talk to each other, not just to the leader or teacher.

  10. Discuss ideas rather than each other’s opinions.

  11. You are responsible for the seminar, even if you don’t know it or admit it.

Think small or think big. Hand flips a cube and changes the words 'think small' to 'think
Pilot/Co-pilot

Part 4: Pilot/Co-Pilot Socratic Seminar

Scott Moran @scottmoran3078

Resources

Socratic Seminar Overview PDF

Pilot/Co-Pilot Socratic Seminar PDF

Climate Change-Pro PDF

Climate Change-Con PDF

Alternative fuels-Pro PDF

Alternative fuels-Con PDF

Elementary students-Socratic Seminar

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Big Idea:
What can I do to teach others about my SDG and help my community implement one of the SDGs?

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Students will have three primary goals for this unit.

First, they will be working to research a chosen SDG and consider a scenario-based lesson. Second, they will need to determine how they will educate others in terms of their SDG, for most people know very little about the SDGs. Finally, they will be creating a multimedia presentation and persuasive letter meant to convince people to take action regarding their SDG. Be thinking about these three aspects of the project at all times.

Alternatively, students can

 

construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity OR

evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.

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Extension: Enter your multimedia project in the worldof8billion video contest.

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Extension: Use the Five Thinking Hats Method when reading: Five Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved.

You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic “thinking hat.” By mentally wearing and switching “hats,” you can easily focus or redirect thoughts, the conversation, or the meeting.

Assignment

Reflection

Reflection: How did the Socratic Seminar expand your understanding of the need to substantiate your claims with sound evidence? What role does tact have in such an exercise? Write a response and discuss with your partner.

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Sample reflective questions after a seminar for students to write individually:

Which of the Ground Rules:

  • Did you, individually, do your best? Why do you think this was easy?

  • Did your seminar, as a whole, do the best? Why do you think this was easy?

  • Did you, individually, do your worst? Why do you think this was hard for you?

  • Did your seminar, as a whole, do the worst? Why do you think this was hard for the group to do?

  • What one improvement can we make in the next seminar to enhance and foster dialogue?

Paragraph Planner

Paragraph Planner PDF

Bloom's Question Stems

Discussion Stems

Assignment

Update your Daily Report and Action Plan. You coud also update your calendar. Continue developing your multimedia presentation.

Accountability

Comments

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