From Discussion to Seminar Introduction to the Paideia Experience.
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Transcript of From Discussion to Seminar Introduction to the Paideia Experience.
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From Discussion to SeminarFrom Discussion to Seminar
Introduction to the Paideia Introduction to the Paideia ExperienceExperience
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Welcome!Welcome!
Today’s Session is an Overview – not a Today’s Session is an Overview – not a full trainingfull training
1-5 Knowledge Rating1-5 Knowledge Rating
““I like a teacher who gives you something I like a teacher who gives you something to take home to think about besides to take home to think about besides homework.” ~Lily Tomlin as "Edith Ann"homework.” ~Lily Tomlin as "Edith Ann"
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DirectionsDirections
Create a name placard Create a name placard Find a writing utensilFind a writing utensilFront Loading your ContentFront Loading your Content– Unit: Discrimination, Fear, AcceptanceUnit: Discrimination, Fear, Acceptance
To Kill a MockingbirdTo Kill a MockingbirdAngusAngusEdward ScissorhandsEdward ScissorhandsNonfiction – “The ‘In’ Group” – Eve ShalenNonfiction – “The ‘In’ Group” – Eve Shalen““We and They” – Rudyard KiplingWe and They” – Rudyard Kipling
Make your way to the circleMake your way to the circle– ““Little Boxes” – Song Lyrics Little Boxes” – Song Lyrics
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Processing the SeminarProcessing the Seminar
What made it work?What made it work?
How did you feel as a participant?How did you feel as a participant?
How did the seminar differ from a How did the seminar differ from a discussion?discussion?
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Socratic/Paideia SeminarSocratic/Paideia Seminar
Philosophy – to Philosophy – to create students who create students who are:are:– ThinkersThinkers– Problem SolversProblem Solvers– Self EvaluatorsSelf Evaluators– Life-long LearnersLife-long Learners– Open-mindedOpen-minded
What is What is itit??– Collaborative, Collaborative,
intellectual dialogue intellectual dialogue facilitated by open-facilitated by open-ended questions about ended questions about a text*.a text*.
– Student-centered Student-centered dialoguedialogue
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The Paideia VisionThe Paideia Vision
Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers.”
Today’s Students…
Facing the challenge of undoing what’s been done
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The VisionThe Vision
Participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.
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Starting DialogueStarting Dialogue
Students must risk making mistakes in order to learn how to learn to think critically, and work collaboratively.
Teachers support this risk-taking when they take their own risks in learning how to improve themselves as teachers.
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Discussion & DialogueDiscussion & Dialogue
Discussion:"a close examination of a subject with interchange of opinions, sometimes using argument, in an effort to reach an agreement.”
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Discussion & DialogueDiscussion & Dialogue
Dialogue: an interchange of ideas especially when open and frank in an effort to seek mutual understanding
Collective inquiry in which we suspend opinions, share openly, and think creatively about difficult issues
The best seminars combine both discussion and dialogue.
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Starting at the BeginningStarting at the Beginning
Teaching Toward SeminarTeaching Toward Seminar
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Teaching Toward SeminarTeaching Toward Seminar
Didactic InstructionDidactic Instruction (15-20%): For (15-20%): For increasing students’ factual recallincreasing students’ factual recall
Intellectual CoachingIntellectual Coaching (60-70%): For (60-70%): For developing students’ literacy skillsdeveloping students’ literacy skills
Seminar DialogueSeminar Dialogue (15-20%): To (15-20%): To strengthen students’ conceptual strengthen students’ conceptual understandingunderstanding
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Sample Piece for DiscussionSample Piece for Discussion
William Blake’s William Blake’s “The Lamb” and “The “The Lamb” and “The TygerTyger””
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Three Column DiagramThree Column Diagram
Didactic Didactic InstructionInstructionIntroduction of Introduction of background background knowledgeknowledge
ResourcesResourcesTextbooks or other Textbooks or other resources and aidsresources and aids
CoachingCoaching
Development of Development of intellectual skillsintellectual skills
ResourcesResourcesExercises and Exercises and supervised practicesupervised practice– ReadingReading– WritingWriting– ListeningListening– SpeakingSpeaking– Exercising Exercising
critical judgmentcritical judgment– Problem solvingProblem solving
SeminarsSeminarsIncreased Increased understanding of understanding of ideas and valuesideas and values
ResourcesResources
Primary Source Primary Source MaterialsMaterials– DocumentsDocuments– LiteratureLiterature– Works of ArtWorks of Art– MusicMusic– DramaDrama
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Didactic InstructionDidactic Instruction
Discussion of Blake’s Discussion of Blake’s Songs of Innocence Songs of Innocence and Experienceand Experience
Background on Blake and time periodBackground on Blake and time period
Read the two poemsRead the two poems
Literary Devices/Rhyme SchemeLiterary Devices/Rhyme Scheme
VocabularyVocabulary
*Knowing/Understanding levels of BT*Knowing/Understanding levels of BT
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Three Column DiagramThree Column Diagram
Didactic Didactic InstructionInstructionIntroduction of Introduction of background background knowledgeknowledge
ResourcesResourcesTextbooks or other Textbooks or other resources and aidsresources and aids
CoachingCoaching
Development of Development of intellectual skillsintellectual skills
ResourcesResourcesExercises and Exercises and supervised practicesupervised practice– ReadingReading– WritingWriting– ListeningListening– SpeakingSpeaking– Exercising Exercising
critical judgmentcritical judgment– Problem solvingProblem solving
SeminarsSeminarsIncreased Increased understanding of understanding of ideas and valuesideas and values
ResourcesResources
Primary Source Primary Source MaterialsMaterials– DocumentsDocuments– LiteratureLiterature– Works of ArtWorks of Art– MusicMusic– DramaDrama
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CoachingCoachingDiscussion or Assignments (pre-seminar and post-Discussion or Assignments (pre-seminar and post-seminar)seminar)Sample AssignmentsSample Assignments
Complete Active Reading FormComplete Active Reading FormDraw these animals – Why did you make the artistic choices you Draw these animals – Why did you make the artistic choices you made?made?Think-Pair-ShareThink-Pair-ShareConcept Definition maps (Innocence/Experience)Concept Definition maps (Innocence/Experience)Venn DiagramsVenn DiagramsConcept Development on Innocence and ExperienceConcept Development on Innocence and ExperienceClass DiscussionsClass Discussions
– Which is the better poem? Why?Which is the better poem? Why?– Literary DevicesLiterary Devices
– *Applying/Analyzing levels of BT*Applying/Analyzing levels of BT
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Three Column DiagramThree Column Diagram
Didactic Didactic InstructionInstructionIntroduction of Introduction of background background knowledgeknowledge
ResourcesResourcesTextbooks or other Textbooks or other resources and aidsresources and aids
CoachingCoaching
Development of Development of intellectual skillsintellectual skills
ResourcesResourcesExercises and Exercises and supervised practicesupervised practice– ReadingReading– WritingWriting– ListeningListening– SpeakingSpeaking– Exercising Exercising
critical judgmentcritical judgment– Problem solvingProblem solving
SeminarsSeminarsIncreased Increased understanding of understanding of ideas and valuesideas and values
ResourcesResources
Primary Source Primary Source MaterialsMaterials– DocumentsDocuments– LiteratureLiterature– Works of ArtWorks of Art– MusicMusic– DramaDrama
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Four ElementsFour Elements
An effective seminar consists of four interdependent elements:
1. the text being considered
2. the questions raised
3. the seminar leader
4. the participants
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The TextThe Text
Socratic Seminar texts are chosen for their – Richness in ideas, issues, and values– Ability to stimulate extended, thoughtful
dialogue – Relation to other texts, events, or situations
Select short passages for special attention– Read in one sitting
Clearly related to the curriculum
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““The Lamb” / “The Tyger”The Lamb” / “The Tyger”
What do I want students to learn? – Comparison/contrast skills in terms of poetry– Literary Devices – specifically symbolism and
allusion– Meaning is often implied and not directly stated
in poetry and lyrics– Literature is universal and didactic
What CONCEPTS do I have in mind? – Innocence and ExperienceInnocence and Experience
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What is my Purpose?What is my Purpose?
For students to …For students to …– explore whether or not innocence and experience can explore whether or not innocence and experience can
co-exist.co-exist.– understand Blake’s use of symbols, imagery, his tone, understand Blake’s use of symbols, imagery, his tone,
and his themeand his theme– reflect on their own lives to determine if they identify reflect on their own lives to determine if they identify
more with the lamb or the tygermore with the lamb or the tyger– be able to relate these two pieces to be able to relate these two pieces to Lord of the FliesLord of the Flies– feel comfortable enough to explore their own piece of feel comfortable enough to explore their own piece of
poetry (or song lyrics) or other text with the same poetry (or song lyrics) or other text with the same themetheme
**Analyzing, Evaluating, Creating levels of Bloom’s **Analyzing, Evaluating, Creating levels of Bloom’s TaxonomyTaxonomy
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Questions?Questions?
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Ask yourself…
What do I want students to learn? What CONCEPTS do I have in mind?What is my purpose?– Thematic Units lend themselves to great
seminar discussions
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A Few ConceptsA Few Concepts
FreedomFreedom
IntegrityIntegrity
IndividualismIndividualism
FriendshipFriendship
Peer PressurePeer Pressure
MoralityMorality
EthicsEthics
ResponsibilityResponsibility
PassionPassion
FrailtyFrailty
RespectRespect
BeautyBeautyLoveLoveHateHatePrejudicePrejudiceFairnessFairnessCreativityCreativityInsecuritiesInsecuritiesIgnoranceIgnorancePridePrideLeadershipLeadershipHonestyHonestyFearFear
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Seminar Leader Reading Seminar Leader Reading WorksheetWorksheet
Complete the worksheet in your preparationComplete the worksheet in your preparation
Don’t skip this step – especially at firstDon’t skip this step – especially at first
““Lamb/Tyger” exampleLamb/Tyger” example
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Questions about the Questions about the Planning WorksheetPlanning Worksheet
Writing Good QuestionsWriting Good Questions
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Writing QuestionsWriting Questions
A good seminar has three questionsA good seminar has three questions– OpeningOpening– CoreCore– ClosingClosing
Only three?Only three?
Discussion vs. SeminarDiscussion vs. Seminar
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Guidelines for QuestioningGuidelines for Questioning
Develop non-judgmental and non-biased questions
Make sure questions are derived from the text
Ask questions that raise questionsAvoid using YES/NO questions*
Ask hypothetical questions
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Guidelines for QuestioningGuidelines for Questioning
Ask questions with no right or wrong answers
Continue to ask “why?”– Probe the responses of the participants with
further questioning
Allow yourself to both guide the discussion but to go with it as well
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An Opening QuestionAn Opening Question
Reflects a genuine curiosity on the part of the leader
Elicits as much raw materials as possible
Guides where the discussion may go next
Is broad, open-ended, and provocative
Opening QuestionOpening Question: What is the : What is the author’s purpose in writing these author’s purpose in writing these poems?poems?
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Effective Opening QuestionsEffective Opening Questions
Lead participants back to the text
Allow participants to speculate, evaluate, define, and clarify the issues involved
Spark dialogue that generates new questions
Offer students an opportunity to direct the learning – not predetermined by the teacher
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Sample Opening QuestionsSample Opening Questions
What would be another good title for this text?What would be another good title for this text?What are the “________” in the text?What are the “________” in the text?What kind of person is __________?What kind of person is __________?What is the most significant/important line, word, or What is the most significant/important line, word, or image in this text? Why?image in this text? Why?What adjective best describes ___________?What adjective best describes ___________?Who is the most important character in this passage? Who is the most important character in this passage? Why?Why?What is __________ in line ____?What is __________ in line ____?Why does ___________ say __________ on page 16?Why does ___________ say __________ on page 16?What is meant by _______?
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Writing Opening QuestionsWriting Opening Questions
Focus on Focus on purposepurpose
Use…Use…– Generic Seminar Questions Generic Seminar Questions – Adler’s 102 Basic IdeasAdler’s 102 Basic Ideas– Concepts from the PPTConcepts from the PPT– Your own understanding Your own understanding – Your planning worksheet – Your planning worksheet –
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Core QuestionsCore Questions
ProbeProbe into participants’ answers into participants’ answersGuide students to Guide students to clarify and justifyclarify and justify what they what they have saidhave saidAre directly or indirectly Are directly or indirectly relatedrelated to the opening to the opening question (anticipate as you write)question (anticipate as you write)Tend to be Tend to be more focused than opening more focused than opening questionsquestions
Core QuestionCore Question: : What do you think Blake What do you think Blake was thinking or feeling when he wrote these was thinking or feeling when he wrote these poems?poems?
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Sample Core QuestionsSample Core Questions
What message does this text covey? What message does this text covey?
Are there contradictions in the text?Are there contradictions in the text?
If _____________ were writing (composing, If _____________ were writing (composing, painting, etc.) today, what would be different about painting, etc.) today, what would be different about this work? this work?
Can you think of an example to illustrate this point? Can you think of an example to illustrate this point?
What led you to that belief?What led you to that belief?
Is the writer’s example a good one? Why/why not? Is the writer’s example a good one? Why/why not?
Can you think of why this feels different than . . .? Can you think of why this feels different than . . .?
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Follow Up QuestionsFollow Up Questions
Purpose – Purpose – – To guide participants to To guide participants to develop and defend develop and defend
positionspositionsIndividuallyIndividually
CollectivelyCollectively
– To To predict students’ commentspredict students’ comments and devise and devise follow-up questionsfollow-up questions
Follow Up:Follow Up: Can Innocence and Can Innocence and Experience co-exist?Experience co-exist?
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Writing Core QuestionsWriting Core Questions
Reflect…Reflect…– What What concepts/values/ideasconcepts/values/ideas do you want to do you want to
make certain students explore?make certain students explore?– How does your opening question guide How does your opening question guide
discussion? – Anticipate where they will go.discussion? – Anticipate where they will go.– What is your What is your purposepurpose??
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Closing QuestionsClosing Questions
Should Should NOTNOT be designed to elicit consensus be designed to elicit consensus
Should lead everyone to a Should lead everyone to a deeper, more sophisticated deeper, more sophisticated understandingunderstanding of a text of a text
Can lead students to make Can lead students to make – Cross-curricular connectionsCross-curricular connections– Personal connectionsPersonal connections– Real-World connectionsReal-World connections
Closing QuestionClosing Question: With which poem/animal do : With which poem/animal do you most closely identify: a tyger or a lamb? you most closely identify: a tyger or a lamb? Explain. (Or) – How can you relate these poems Explain. (Or) – How can you relate these poems to to Lord of the FliesLord of the Flies??
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Sample Closing QuestionsSample Closing Questions
How does this text remind of you ______?How does this text remind of you ______?How would you react if you were ______?How would you react if you were ______?How do the ideas presented in this text relate How do the ideas presented in this text relate to today? To your life today? To starting high to today? To your life today? To starting high school?school?How do you feel about ________ after reading How do you feel about ________ after reading the passage?the passage?Does this reading help you understand how Does this reading help you understand how culture works? Our attitudes towards diversity? culture works? Our attitudes towards diversity? In what way are you alike or different from . . .? In what way are you alike or different from . . .?
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Writing Closing QuestionsWriting Closing Questions
ConsiderConsider– Questions should take students beyond the Questions should take students beyond the
texttext– Can you tie concept/value/idea to another Can you tie concept/value/idea to another
piece of literature or event?piece of literature or event?– What is your What is your purposepurpose??
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SeminarSeminar
Opening QuestionOpening Question: What is the author’s purpose in writing these : What is the author’s purpose in writing these pieces? (Justify)pieces? (Justify)
Core QuestionCore Question: What do you think Blake was thinking or feeling : What do you think Blake was thinking or feeling when he wrote these poems? (Analyze, Evaluate, Justify)when he wrote these poems? (Analyze, Evaluate, Justify)
Follow UpFollow Up: Can innocence and experience co-exist? (Extend): Can innocence and experience co-exist? (Extend)
Closing QuestionClosing Question: With which poem/animal do you most closely : With which poem/animal do you most closely identify: a tyger or a lamb? Explain. How can you relate this text to identify: a tyger or a lamb? Explain. How can you relate this text to Lord of the FliesLord of the Flies? (Analyze, Evaluate, Justify) ? (Analyze, Evaluate, Justify)
Post-seminar – return to Coaching –Post-seminar – return to Coaching – – Application, Analysis, Synthesis, and Evaluation levels of BTApplication, Analysis, Synthesis, and Evaluation levels of BT
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Goals of the SeminarGoals of the Seminar
Students learn to…– discuss and understand ideas and values– solve complex problems– make more mature, sophisticated decisions– resolve conflicts between people and ideas– read and study a text carefully– think critically for themselves– articulate their own thoughts and responses to
the thoughts of others– apply knowledge and skills learned to new
situations
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QuestionsQuestions
10-minute break10-minute break
From Page to ClassroomFrom Page to Classroom
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If Time AllowsIf Time Allows
What is a Seminar?What is a Seminar? Choosing a TextChoosing a Text Teaching Toward Teaching Toward
SeminarSeminarDidactic InstructionDidactic InstructionCoachingCoachingSeminarSeminar
Writing QuestionsWriting Questions
Classroom Classroom EnvironmentEnvironment
Leader Leader
ParticipantsParticipants
AssessmentAssessment
What Comes Next?What Comes Next?
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Classroom EnvironmentClassroom Environment
Creating a Creating a climate for dialogueclimate for dialogueOpportunities for students to dialogueOpportunities for students to dialogue– Think-Pair-ShareThink-Pair-Share– 4-Corners4-Corners– Numbered Heads TogetherNumbered Heads Together– JigsawJigsaw– Circle the SageCircle the Sage
Class Mission StatementsClass Mission Statements– Define parameters and goalsDefine parameters and goals
Seating ArrangementSeating Arrangement– VarietyVariety
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The LeaderThe Leader
Plays a dual role as leader and participant – leads a thoughtful exploration of the ideas in
the text
– participates by sitting in the circle with the students*
– works with students to develop group and individual goals
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The LeaderThe Leader
Helps participants clarify their positions when arguments become confused– Follow up questions– Restate or reword questions– Ask for clarification
Involves reluctant participants while restraining their more vocal peers
Manages non-verbal cues
Never shares his/her opinion
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The LeaderThe Leader
Must be patient enough to allow participants’ understandings to evolveBe willing to help participants explore non-traditional insights and unexpected interpretationsCreate questions on his/her toes
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The LeaderThe Leader
Allow for pauses– Silent moments for thinking
As a leader, take notes – Sum up what you’ve heard at the end of
the session
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Preparing your StudentsPreparing your Students
The day beforeThe day before– Discussion about what a seminar isDiscussion about what a seminar is– List of seminar guidelinesList of seminar guidelines– Importance of preparation Importance of preparation – Provide assignmentProvide assignment– F-I-T sheet**F-I-T sheet**
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Seminar GuidelinesSeminar Guidelines
Listen carefully
Speak clearly - one person at a time
Participate openly
Value others opinions, but refer to text when defending your position
Avoid side conversations
Give others your respect - accept answers without judgment
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Preparing your StudentsPreparing your Students
The day ofThe day of– Circle with materialsCircle with materials– Go over the guidelines againGo over the guidelines again– Be patient but consistentBe patient but consistent
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The LeaderThe Leader
Keep students focused– Teacher’s role is to facilitate– Ask students to clarify a viewpoint– Ask students about implications– Encourage students to paraphrase other’s responses
“Nicole, what did you understand Cierra to say?”
– Insist on standards of rigor - a good seminar is NOT a “bull session…”
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After the SeminarAfter the Seminar
Debrief the Seminar“If you have changed your mind about a particular point or issue, what made you change it????”
Share with students what you saw
Debrief the ProcessWhat seminar guidelines observed
What social skills did the group exhibit
What might the group goal be for the NEXT seminar
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After the SeminarAfter the Seminar
Immediately after…Immediately after…– Provide an assessment pieceProvide an assessment piece– Reflective WritingReflective Writing– R-A-F-T AssignmentR-A-F-T Assignment
(“Lamb/Tyger”) Assignments(“Lamb/Tyger”) Assignments– Choose an animal and write a poem about it with a Choose an animal and write a poem about it with a
particular purpose in mind. Use vocabulary and particular purpose in mind. Use vocabulary and employ a tone that clearly relates your purpose.employ a tone that clearly relates your purpose.
– If you had to define yourself as any animal, which If you had to define yourself as any animal, which animal would you choose and why? Write a thorough animal would you choose and why? Write a thorough explanation including three reasons why you chose explanation including three reasons why you chose this animal. this animal.
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The ParticipantsThe Participants
Share responsibility for the quality of the seminar.
Most effective when participants: – study the text closely in
advance– listen actively– are invested
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The Participants…The Participants…
Need to know and understand the expectation you have for themShould feel free to share their ideas and questions in response to othersMust search for evidence in the text to support their ideas
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Designing the BestDesigning the Best
Seminars in which something new and unexpected is discovered.
Seminar is approached as a joint search.
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Designing the BestDesigning the Best
At the end of a successful Socratic Seminar, participants often leave with more questions than they brought with them.
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Benefits include:Benefits include:
Time to engage in in-depth discussions, problem solving, and clarification of ideas
Building a strong, collaborative work culture
Enhanced knowledge and research base
Increased success for all students
Teaching respect for diverse ideas, people, and practices
Creating a positive learning environment for all students
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Beware!Beware!
Seminar overkillSeminar overkill
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Conducting a “Fishbowl”Conducting a “Fishbowl”
A strategy to use when you have a LARGE class (over 25 students)
Divide the class into “Inner” and “Outer” circles
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Conducting a “Fishbowl”Conducting a “Fishbowl”
Inner circle = active participants
Outer circle = students observe 2-3 active participants for:
– New ideas – Positive comments– Question asked – Negative Behavior– Referred to text – Side conversations
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Observer Write-upObserver Write-up
What was the most interesting question?
What was the most interesting idea to come from a participant?
What was the best thing you observed?
What was the most troubling thing you observed?
What do you think should be done differently in the next seminar?What do you wish you had said?
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AssessmentAssessment
Many teachers choose NOT to grade students in a seminar because– They want students to speak out of interest in the
text, NOT for a grade– They don’t want students to equate lots of talking with
a good grade and reflective silence with a poor grade.
Seminar Assessment Sheet
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AssessmentAssessment
Most teachers prefer to assign a culminating written assessment on the topic
Self-assessment piece (pre- and post- seminar)
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Secrets to Successful Seminars Secrets to Successful Seminars
Know your text very wellKnow your text very wellBe flexibleBe flexibleSpend a great deal of time planning Spend a great deal of time planning your questions and anticipating your questions and anticipating student responses to be prepared student responses to be prepared for follow-up questions.for follow-up questions.Create an environment conducive Create an environment conducive to Socratic seminarto Socratic seminarLet go of your control yet still Let go of your control yet still provide students with structureprovide students with structure
Have a ball!Have a ball!Good luck!Good luck!
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A Gift for YouA Gift for You
Sample Seminars that WorkSample Seminars that Work
EvaluationEvaluation
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Questions?Questions?
[email protected]@hickoryschools.net
828.322.2855 ext. 230828.322.2855 ext. 230
828.244.8759828.244.8759
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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
For more information, visit http://creativecommons.org .
Credit info: Heather Mullins, Hickory Public Schools Middle/High Schools Instructional Coach
[email protected] http://mullinshe.wordpress.com/