Socratic Seminar“The unexamined life is not worth living.”

SOCRATIC SEMINAR• Not a teacher led class discussion

• Based on Socrates’ method of questioning, dialogues

• Questions are the driving force in thinking.

• Participants carry the burden of responsibility for the quality of the seminar.

• Participants listen actively and respond with more discussion and questions.

1) READ THE ASSIGNED READING!!!!

2) TAKE NOTES• Write notes from your reading of the textbook

or handout.

• You will be able to use your notes during the seminar.

• Cornell/Two-Column notes are beneficial.

• Do not rewrite the textbook!

3) WRITE QUESTIONS• Write 2 close-ended questions over the text.

These are questions that have correct answers.

• Write 3 open-ended questions over the text. These questions have no real “right” answer.

• Use Bloom’s Taxonomy to write questions for our seminar.

• Use the entire chapter for your questions.

Bloom’s Taxonomy

• In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

• Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

Knowledgecollect describe identify list

show enumerate tabulate define

label name retell match

State quote read tell

record reproduce copy select• Examples: dates, events, places, vocabulary, key

ideas, parts of diagram, 5Ws

Comprehensionassociate compare distinguishextend interpret predictdifferentiate contrast describediscuss estimate grouporder cite convertsummarize explain traceparaphrase restate

• Examples: find meaning, transfer, interpret facts, infer cause & consequence, examples

Applicationapply classify change illustratedemonstrate calculate complete solvemodify show experiment relatediscover act administer articulatechart collect compute constructdetermine develop establish prepareproduce report teach transfer use• Examples: use information in new situations,

solve problems

Analysisanalyze arrange connect divide infer

separate classify compare contrast

explain select order breakdown

correlate diagram discriminate focus

illustrate infer outline prioritize

subdivide point out

• Examples: recognize and explain patterns and meaning, see parts and wholes

Synthesiscombine compose generalize modify

Invent plan substitute create

design integrate rearrange formulate

adapt rewrite anticipate speculate

devise compile express collaborate

Facilitate reinforce structure substitute

validate intervenenegotiate reorganize• Examples: discuss "what if" situations, create new ideas,

predict and draw conclusions

Evaluationassess compare decide discriminate

measure rank test convince

conclude explain grade judge

appraise criticize support summarize

defend persuade justify reframe

Examples: make recommendations, assess value and make choices, critique ideas

4)DISCUSS• We will sit in a circle.

• You will be the participants; I will observe.

• We will start with close-ended questions first then move on to the open-ended, more conversational questions.

• You may pass, but remember you are being graded.

• Build upon or add to someone else’s answer, don’t just repeat what they said.

RUBRIC• You will be graded on your participation and

preparation.

• Please see the rubric for grading the Socratic Seminar on my website.

RULES: In the seminar we…• criticize ideas, but not people. • give opinions, and give clear reasons for them. • give examples when possible. • ask questions about what we read, hear, or see for

clarification. • remain focused on the text. • are willing to change our opinions with the addition

of more information. • speak freely – there is no need to raise hands, but be

polite and don’t interrupt other people • have a responsibility to participate.