Socratic Seminars for Critical Thinking Power Point Adapted

Socratic Seminars for Critical Thinking Power. Point Adapted from: Association San Diego Educators of the Gifted and Talented Conference Workshop Rachel Rice, James Madison High School, San Diego Unified School District, January 23, 2009 Lisa Burgess, DWAST 2012 1

Habits of Mind: Character Traits of the Critical Thinker � Metacognition (Intellectual Humility) � Intellectual Perseverance � Intellectual Curiosity � All students enter our classroom with these skills, yet some have trouble expressing what they know for a variety of reasons. Lisa Burgess, DWAST 2012 2

Student Motivation for Learning Students are likely to be intrinsically motivated if they: � believe that self-controlled internal factors( i. e. , the amount of and quality of their effort) directly contribute to reaching the education targets; � believe the desired goals are reached through individual effort, i. e. , not by luck; � believe the topic is interesting and mastering it will be of benefit( has a purpose) rather than just rote-learning to achieve good grades, i. e. extrinsic factors(Reiss, 2004). Lisa Burgess, DWAST 2012 3

What is a " Socratic |Seminar? " � "Socratic seminar" was developed by Socrates as a method of teaching that engaged his students in intellectual discussion by responding to questions with questions, instead of just answers. � His inquiry method encouraged the students to think for themselves rather than being told what to think. Lisa Burgess, DWAST 2012 4

Socratic Seminar � Methodology ◦ Socratic seminars are to get students to talk and learn for themselves, not just to listen passively or to give the answers that the teacher want: �promotes an increase in critical thinking skills; �promotes active learning: engaged in the text and assimilate into thought process; �promotes critical thinking: the deeper-level thinking is promoted in Socratic seminars. Lisa Burgess, DWAST 2012 5

Student Motivation � As Socratic seminar is a student-led discussion, there is a sense of accountability to each other and to getting the objectives and tasks met, which is intrinsically appealing to teenagers. Lisa Burgess, DWAST 2012 6

Which Students Benefit from Socratic Seminar? � � All students! Students as young as 7 and 8 have participated. Reflect on your classes: which types of students do you teach? How could they benefit from a Socratic seminar? Lisa Burgess, DWAST 2012 7

Student Groups ◦ ELs benefit because a Socratic seminar is the perfect venue for using naturalized language(high-academic conversations) instead of repeating scripts. New vocabulary is learned through context; syntax and grammar are modelled by more proficient speakers. The language being learned has to be used spontaneously! ◦ GATE students benefit from inquiry-based approaches where they can use tangential thinking, connect to outside knowledge, draw conclusions based on evidence and synthesize multiple perspectives. ◦ Special education students benefit from having text to preread annotate and refer to notes when speaking, using different modalities(aural, oral and visual versus strongly aural as lecture lesson tend to be), and the exposure to a repetition of student responses that evolve spontaneously around a theme or discussion thread. Lisa Burgess, DWAST 2012 8

Why Socratic Seminar for ELs? � � � According to the UK Ofsted report, "Support for minority ethnic achievement: continuing professional development, " October 2002 HMI 459 A visit to a "model" English as an Additional Language (EAL) Year 2 lesson, in which 85% of the pupils had EAL, included: ◦ There were links with science, mathematics and health education ◦ There was good focus on oral work, supported by real objects, photographs and labels and the use of a whiteboard. ◦ Pupils were encouraged to describe, order and hypothesise. ◦ The careful questioning enabled early-stage learners to rehearse the language needed for the task and learn from the models provided by the more fluent English speakers. ◦ All pupils were thus drawn into the activity and the language associated with it, whatever their level of English. A student-led Socratic seminar includes each of these aspects of a "model lesson. " Lisa Burgess, DWAST 2012 9

The Roles and Rules � Teacher ◦ Job is to select the text and be familiar with it. ◦ Generate evaluative questions that promote deeper level questioning: open-ended and even ones you may not be able to answer—these are for teacher and student further research. ◦ Monitor the progress of the Socratic seminar and of the students’ responses. ◦ Silence is for processing and thinking—normal. ◦ Instruct students on accountable talk—what is appropriate for how to discuss: "I statements, " "could you please provide evidence, " "I believe this because, " etc. Lisa Burgess, DWAST 2012 10

Roles and Rules � Students ◦ They must read the text up for discussion. ◦ Share thoughts and ideas with each other—be open to expressing ideas and to researching. ◦ Review and prepare for the questions presented by the teacher so they can be ready to discuss. ◦ Annotate the text—note questions that arise—do marginalia—circle, highlight, note where. ◦ Support claims with evidence form the text. ◦ Everyone must have at least one relevant utterance (not just “I agree”). Lisa Burgess, DWAST 2012 11

The Bits and Pieces � Copies of all text--one for each student. � Have students set "norms" and expectations--even the desired outcome--before seminar and post! � Generate or assign the " Big Idea" over-arching question(s) along with the text. � Use Cornell notes for students to generate more questions and summarize what they learn. � Set clear expectations for quoting, citing, and supporting with evidence. � Plan at least 3 days in advance to allow everyone to be prepared. Lisa Burgess, DWAST 2012 12

More Bits and Pieces Text topics can be: literature, history, health, philosophy, psychology, art or music. � For example, a science course can include text on the ethics of respective research methodologies or specific experiments. � Seminars can be cross-curricular--collaborate with another teacher to present text that explore an issue: � ◦ My English classes held a Socratic seminar on GPS technology and its ramifications in relation to public safety and privacy rights. In order to fully explore the topic, in science class, they read the science facts (websites and journal articles), in US History class, they read about their Rights in the Constitutional Amendments, then actually held the seminar in their English class, where they submitted their annotated notes and reflection writing for an oral participation and written evidence grade. ◦ They invited other teachers( free class periods) and school administration to come and view the seminar, which was video taped as well. Lisa Burgess, DWAST 2012 13

Chosing the Guiding Questions � Before the students have read the text, open-ended questions are generated and posed to help guide the reading. The open-ended questions allow the students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. � The open-ended questions are modelled after Bloom's taxonomy--easier questions to more difficult, thus supporting all levels of students the ability to contribute to the discussion. � The questions are decided upon, distributed or noted, and posted daily in the week leading up to the seminar so students have time to fully address the questions--mentally preparing. Lisa Burgess, DWAST 2012 14

Bloom’s Taxonomy Triangle for Developing Guiding Questions � Bloom’s Taxonomy Triangle shows how each thinking level rests or needs the other level—all levels are needed for cognitive development. � If a student can do “Evaluation, ” he or she can do all other levels--don’t spend time on the others-start at their level of ability! � Modify verbs used according to English comprehension level. Evaluation Synthesis Analysis Application Comprehension Knowledge Lisa Burgess, DWAST 2012 15

How to Run a Socratic Seminar Think of room arrangement: do you have desks to move? Are the chairs able to form a circle? Inner-outer circle: use this to help model the idea for the first time. Most prepared students go in small inner circle, while everyone else is in the outer circle, taking notes, listening. I have used this with a class of 42 so that the idea "caught" on for the seminar to be successful. Lisa Burgess, DWAST 2012 16

Seminar Outline: � � � � � Moderator chosen or volunteered Guiding Questions explored, decided upon, distributed & posted Rubric for grading posted/distributed Room arranged All notes and text on desks, everyone has pen/cil and reflection form Norms set (if first time can be done before) or reviewed by moderator and posted Discussion: round-robin, pre-agreed time limits Time is called 5 -7 minutes before end of seminar for reflection writing and self-score on rubric Work is acknowledged : a written summary of learnings may be produced before class is over. Next lesson--post all class' summary of learnings as discussion points and review of lesson objectives. Lisa Burgess, DWAST 2012 17

Norms: Student Generated Examples We will respond to one another in a respectful manner without bias or prejudice. � Attack the problem, not the person. � Evidence, not opinion. � We will listen carefully without interrupting. � One person talks at a time! � We will make direct eye contact with others. � We will use each others names when referencing or adding to a student's idea or presenting a differing viewpoint. � We will use the time wisely and address all questions. � We will speak loudly enough to be heard and avoid giggling. � Each person has 30 secs to a minute to present the idea. � One "pass" only --we will all participate! � Lisa Burgess, DWAST 2012 18

Teacher Guidelines � � Teachers are observers: a student moderator is selected and enforces the "norms. " I reserve the right to stop discussion up to three times if needed to assist the moderator--I offer an incentive to not have to use my three interrupts(a onetime no homework pass, etc. ). I have never had to interrupt more than twice to keep the discussion focused, usually not at all! Even in my most "spirited" class of ELs, once the moderator took control, the students responded to peer direction and time keeping. I had to acknowledge that and allow it to happen. Lisa Burgess, DWAST 2012 19

Parts of Socratic Seminar � Initial reaction to the text—talking stick for the speaker. � Presentation and discussion of questions � "I learned" use KWL, etc. and quickwrite or talking stick sharing—share “ah ha” moments. � Introspective reflection(journal or freewriting) that may turn into an essay. Lisa Burgess, DWAST 2012 20

Ways to Support ELs � Give a checklist of things to say: sentence starters and key vocabulary to know before seminar and use during seminar � Have cloze notes available � Use standard rubric and reflection forms for each seminar � Record(audio or audio/video) the seminar for viewing again and further discussion � ELs may want to listen again and transcribe the seminar as a closure activity Lisa Burgess, DWAST 2012 21