SMS/SHS LUNCH AND LEARN
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STRATEGY SPOTLIGHT
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INCREASE ENGAGEMENT IN YOUR CLASSROOM
INSON
JENNIFER BR ETTEN
I N I _ H
LY N N F U
TRY T H E SO C RAT I C S E M I NAR
he Socratic method is based
T on a learning theory that it is
essential to enable kids to
think for themselves and learn
to appropriately question others.
Socrates engaged his students in
dialogues by responding to them with
questions, rather than just providing
them with answers.
Typically, students are given a resource
to examine prior to the dialogue and
given some open!ended or essential
questions to consider. These types of
questions allow students to think
critically, analyze, apply, synthesize and
evaluate.
The key point is that this is a dialogue
and not a debate. Students should be
safe to participate honestly.
The atmosphere should be one where
biases and prejudices are put aside in
order to encourage full participation by
the students. The goal is to encourage
students to learn how to ask meaningful
questions that stimulate thoughtful
interchanges of ideas. It is not
important that students should find the
“right” answer.
Students in a Socratic Seminar should
listen carefully, avoid interrupting, and
respond respectfully. Encourage
students to paraphrase other students’
thoughts before responding . It is also
important to encourage students to look
each other in the “eyes” and to refer to
each other by name as appropriate. In
addition to teaching higher level
thinking skills, this is a great
opportunity to teach socialization skills.
Socialization reinforces appropriate
behaviors and promotes team building.
Reference: http://www.studyguide.org/
socratic_seminar.htm
t h e s e !
Tr y
Whip Around / Pass
Ask students to think about a
question related to the lesson. Then
whip around the room and ask each
student to share his/her idea or
pass. Use it to activate schema or
assess understanding.
Mix and Match
Create a set of cards for a topic or
unit. The cards could be terms and
definitions , concepts and examples,
math problems and answers, etc.
GIve one card to each student.
Students mix to connect pairs.
Pairs Compare
During a lecture or discussion ask
students to form pairs. Pairs
generate responses to questions.
Then they join another pair to share,
clarify, and extend their thinking.
Gallery Walk
Post questions on large chart, paper
on a desk, a google doc, or even a
word document. Students travel
from question to question in groups
to add ideas as well as agree or
disagree with previously posted
ideas. At the last question, it’s the
groups responsibility to summarize
and report to the class. In a math
classroom, students could seek
alternate ways to solve a problem.
TRY T H E SO C RAT I C S E M I NAR
P! Pre-Seminar During the Seminar
1. Students sit in a circle. Only the
T! Teacher Steps:
1. Choose a piece of text or literature
that encourages critical thinking skills
and relates to a topic you are 2. The teacher poses an open-
studying.
2) Generate a few open-ended
questions which are designed to 3. Students respond to the
promote diverse higher-level thinking.
C) Using projected text, model pre-
reading and during reading strategies 4. Encourage students to
which encourage students to interact
with text.
D) Develop and review norms in a
Socratic Seminar with the students. 5. Invite students to proffer
Student Steps:
A) Read and interact with text.
B) Make notes and highlight
important parts. Identify personal
connections and areas in which
clarification is needed.
C) Form questions related to the text.
D) Be prepared to discuss the text
with classmates.
Resources
Harmin, Merrill. Inspiring Active Learning: a
Handbook for Teachers. Alexandria, VA:
Association for Supervision and Curriculum
Development, 1994. Print.
Kagan, Spencer. Cooperative Learning. San
Juan Capistrano, CA: Kagan Cooperative
Learning, 1994. Print.
"Socratic Seminar ! Process." Saskatchewan
Schools and School Divisions. 2003. Web. 08
Oct. 2010. <http://www.saskschools.ca/
curr_content/bestpractice/socratic/
process.html>.
"Socratic Seminars ! StudyGuide.org." Home
! StudyGuide.org. 2009. Web. 08 Oct. 2010.
<http://www.studyguide.org/
socratic_seminar.htm>.
"Socratic Seminars." Journey to Excellence.
2004. Web. 08 Oct. 2010. <http://
www.journeytoexcellence.org/practice/
instruction/theories/miscideas/socratic/>.
students in the circle participate
in the dialogue.
ended question related to the
text to initiate dialogue.
question using text support to
justify their responses.
paraphrase other students’
responses and ask for
clarification as needed.
questions for the group.
Post-Seminar Ideas
-Allow the students to
discuss their feelings
regarding the process.
-Brainstorm other
themes relevant to the
text.
-Free write quick write about new
thoughts, ideas, or understandings
they've reached about the text.
Ask the students to share what
they learned and/or observed in a
journal or notebook.
* Assign a writing assignment such
as: letter to the editor, poem,
reflection, compare/contrast
essay, summary/reaction paper,
etc...
Socratic Seminar can be used in
the following ways:
* to discuss current events
* to discuss important issues in
the classroom
* to discuss topics that have
more than one view point
* to discuss literature
* to discuss social situations
* to problem-solve
t a te m ents
eS
Outcom
Asking students to reflect on their
learning is essential in the lifelong
learning process. Asking students to
complete outcomes statements
encourages them to ponder and clarify
their own learning. Students complete
statements in response to class
discussions, chapters in a textbook,
interactive learning experiences, etc.
Sample Statements
I never knew...
I was surprised by...
I discovered...
Now I know...
I liked/ I disliked...
I now need...
I want to know more about...
At first I thought...but now I know...
I rediscovered...
I’m beginning to wonder...
I agree/disagree...
Deal an Outcome
Create cards with outcome statements
written on one side. Give one card to
each student. Ask students to
respond to the card. Share with a
partner, share with the whole group, or
add an entry in a metacognitive log.
Students could also submit a written
response as a quick exit slip.
Outcome Ball
Using a permanent marker, write
outcome statements on a beach ball.
Toss the beach ball between
classmates. Students complete a
statement when they catch the ball.
WallWisher/Edistorm
Use a virtual wall to share your
students’ ideas. On
www.edistorm.com students can
agree or even vote for favorite
responses.