Womack

Name______________

Socratic Seminars
"The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to
think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his
pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages
divergent thinking rather than convergent thinking" (Adams).
"Socratic questioning recognizes that questions, not answers, are the driving force in thinking. Socratic seminars
explore ideas, values, and issues drawn from readings or art works chosen for their richness. They also provide a
forum to expand participants' familiarity with works drawn from many cultural sources. Leaders help
participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence,
connections, examples, and other aspects of sound thinking. A good seminar is more devoted to making
meaning than to mastering information. Seminars strengthen participants' learning by getting them actively
engaged in rigorous critical thought. Practical activities are always followed by periods of reflection and
discussion about what has been experienced. The goal here is to allow learners to create a community of
inquiry for the purpose of making meaning cooperatively" (Raider).

FAQ
What does Socratic mean?
Socratic comes from the name Socrates (ca. 470-399 BC) who was a classical Greek philosopher; he
developed a Theory of Knowledge.

What is a Socratic Seminar?

A Socratic Seminar is a method to try to understand information by creating an in-class dialogue based
on a specific text. The participants seek deeper understanding of complex ideas through rigorously
thoughtful dialogue, rather than by memorizing bits of information or meeting arbitrary demands for
'coverage.'

What Do I Do?
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 okay to "pass" when asked to contribute.
3. Do not participate if you are not prepared. A seminar should not be a fake-it session.
4. Do not stay confused; ask for clarification.
5. Talk to the participants, not just the leader.
6. Stick to the point currently under discussion; make notes about ideas you want to come back to.
7. Don't raise hands; take turns speaking.
8. Listen carefully and respectfully.
9. Speak up so that everyone can hear you.
10. Talk to each other, not just to the teacher or the leader.
11. Discuss the ideas rather than each other's opinions.
12. You are responsible for the seminar, even if you don't know it or admit it.

The Assignment
We will be completing Socratic seminars for each of the schools of literary theory and short stories that we
cover (as well as with the other units we will be completing this semester). For the first two schools of literary
theory and set of stories, I will lead and model the Socratic method of discussion. After those first two sessions,
you and your peers will be the ones leading the Socratic seminars. Below I have described expectations and
ways to prepare for participating in and leading a Socratic seminar.

Preparing for Participating in Socratic Seminars

READ THE TEXT!!! It will be obvious if you do not, and you will not be able to participate if you do not.
The quality of the discussion and seminar depends highly on you. Be prepared.
Take notes while reading (either on a separate sheet of paper or on post it notes). Prepare to point to
and integrate specific quotes/examples in to your discussion & comments.
o Take note of specific questions that you have, points of confusion, connections to the literary
theories, and anything else you may want to touch upon.
o Prepare specifically for the questions that have been prepared by the individual(s) leading the
discussion.
Review the discussion/seminar expectations that are listed on the opposite page

Preparing for Leading a Socratic Seminar

Each Socratic seminar will be led by two students

Prior to the day that you will be leading the seminar, you and your partner will read the text and get
together to prepare discussion questions and the general plan for your seminar. Your questions should
highlight the connections between the school of literary theory that we are currently studying, as well as
general themes and symbols that relate to your story. Prepare 5-7 discussion questions per story. Refer
to the Questions sheet for further help with leading the discussion.
o Questions must be provided to me, typed, two days prior to the day you will be presenting so
that I can make copies for the rest of the class.
In addition to preparing the questions, you and your partner will be in charge of leading the discussion.
You will have 10 minutes per story to pose your questions and make sure that conversation stays on task
and moves through the content of the story and its connection to the school of literary theory.

Rubric
Student
Name

# of times
spoken
A

Real world/
personal
connections
B

Responding to
others directly
C

Textual
Evidence
(w/ pg. #)
D

Quality
Interpretations:
Analysis
E

Final
Score**

A: Must score in all categories, heaviest in D and E.

B: Must score in all categories but is heavy in B and C rather than D, and E.
Student may spend more time adding and agreeing instead of originating ideas
C: Must score in three categories, few responses in D or E. Typically,
a C grade either talks little, though given the opportunity, but has good preparation.
Or the student may talk often but with literal responses, often agreeing and
disagreeing without origination of ideas.
D: Must score in two or three categories but has obvious lack of contextual evidence and depth of thought.
Almost exclusively in B and C. May respond seldom and/or only when called upon.
E: Scores in two or fewer categories OR lacks origination of any ideas

Questions
Prepare several questions in advance. Questions should lead participants into the core ideas and values and to
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.
During the seminar, use particular questions to move the discussion along. Towards the end of the seminar,
some leaders like to use closing questions that encourage participants to apply the ideas to their personal
experiences and opinions. Answering these closing questions does not require use of the text but provides
students with the chance to share their own perspectives. Lastly, debriefing questions help students reflect on
the process of the seminar.
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 authors 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?