Socratic Seminar

Advance Prep

1. Identify an authentic text for students to read and discuss, such as a poem, essay, short story, article, song lyrics, etc. Consider time constraints to ensure that students have enough time to read the material and engage in meaningful discussion
2. Prepare questions and tasks for students to complete as they perform a close reading of the text. You may want students to annotate the text directly or write questions or comments on sticky notes. Students may perform close reading tasks such as highlighting main ideas, answering text-dependent questions, making text connections, underlining key terms, or asking questions for clarification. Prepare to model these tasks with students
3. Identify open-ended questions for students to discuss during the Socratic seminar. Students may also generate questions to be addressed based on their close reading of the text, however, they may require more modeling and practice before they can generate the initial discussion questions. Effective questions have the following characteristics:
   1. open-ended, not “yes/no”
   2. elicit multiple perspectives
   3. higher-order, not simple recall
   4. address big ideas and universal themes
   5. require evidence to support claims
4. Determine the structure and expectations for the seminar. Consider whether students will work in pairs or small groups to discuss their initial ideas about the text before convening the whole group for the Socratic seminar
   Some seminars are organized like a fishbowl where a select group of students sit in an inner circle for the discussion, while a partner, acting as a coach, sits in the outer circle. If students prepare for the discussion in small groups, each group can select one person to speak in the inner circle while the group’s remaining members observe, take notes, and take turns sitting in the inner circle. During the discussion, speakers may consult with their partner or group members for support or validation
   Prepare to model and explain how students should conduct the seminar so they know what to expect from the beginning (before they read the text).
5. Decide how you will assess the process and students’ contributions. Typically, a rubric with criteria is shared or co-developed with students and used as a basis for assessment, reflection, and feedback. Typical criteria might include:
   1. Using textual evidence to support claims
   2. Listening attentively
   3. Asking questions
   4. Clarifying ideas
   5. Respectfully disagreeing
   6. Including others in the discussion
   7. Participating

Implementation

1. Assign a text for students to read closely. Have students consider a few text-dependent questions to help them analyze the text in preparation for the discussion. Students may also generate a few questions to be discussed during the seminar
2. Before beginning the seminar, establish norms for the discussion in collaboration with students. Typical norms might include:
   1. One person speaks at a time.
   2. Ask questions for a deeper understanding.
   3. Respect others’ perspectives, even if you disagree.
   4. Listen attentively.
3. Explain that the purpose of the discussion is not to debate but to critically examine their own and other perspectives to improve their understanding of a text. Review and discuss the criteria of an effective discussion
4. Have students form two concentric circles to begin the seminar. Ensure that they have established who will be speaking from their pair or group.*Early elementary grades may form one large circle, and the teacher may play a more prominent role in facilitating the discussion
5. Ask one student to begin with the first question, or you may kick off the discussion by posing a question.*Resist the urge to interrupt or lead the discussion. Allow students time to work through awkward periods of silence. If students are new to this type of discussion, you may need to remind them to be aware of their time speaking and to ensure that everyone in the inner circle has had a chance to share their ideas. Consider scaffolding the discussion with sentence starters to help students develop inquiry skills and follow-up questions. Remind students to use these stems as needed. There should be less teacher intervention as students gain more practice with the Socratic seminar
6. Allow students to engage in discussion for the allotted time and remind them when to switch positions in the circles if necessary. Partners or group members might change places with their teammates in the inner circle at their discretion by gently tapping them on the shoulder, or the teacher might facilitate when students change positions. If students are equally paired or in small groups, the speaker may consult with their partner or group before answering a question. In this manner, the partner or group members act as coaches to the speaker, validating and supporting their ideas
7. After the discussion has concluded, have students reflect and evaluate the seminar. They might consider their performance and the process in general based on the established criteria. You may also engage students in a whole group discussion or have them write their reflections individually
8. Assess each student using the criteria or rubric, and provide individual feedback that they can apply during the next seminar