Math Discourse for E li h L U iEnglish Learners Using

Socratic SeminarSocratic SeminarAngela Thompson

University of California, Santa CruzContact: arthomps@ucsc.edup @

April 23, 2010

What is a Socratic Seminar?What is a Socratic Seminar?A method to try to understandA method to try to understand

information by creating an in-class dialogue based on a specificdialogue based on a specific

text. Participants seek deeper understanding of complex ideasunderstanding of complex ideas

through rigorously thoughtful dialogue rather than memorizingdialogue, rather than memorizing

bits of information or meeting arbitrary demands for 'coverage 'arbitrary demands for coverage.

Some Benefits and Skill Gains:Critical reading skillsConflict resolution

Self Esteem Problem solvingConflict resolution

Respect for diversityP iti l i

g Listening, speaking,

reading writingPositive learning env.Community of inquiry

reading, writing Validates languages

A d i lCollaborative cultureEngaging

Academic language Practice wait timeEngaging

CheapA th ti

Helps ALL students FlexibleAuthentic

Wonder

Flexible Metacognitive

Benefits for English Learners:Less stressful to speak in class after preparing at homepreparing at homeLess stressful because no expectation of one right answerone right answerAutonomy to choose ones own contributionsExtra time available to make a responseOpportunity to incorporate home languagePeer modeling of reading comprehensionPeer modeling of reading comprehensionPromotes equity and empowerment

Preparing a Seminar Part I: S l iSelecting a text

Select a piece of math text that isSelect a piece of math text that is academically rigorous but still accessible to your students Consider:to your students. Consider:How long should it be?H h/ h t th h ld it t i ?How much/what math should it contain?

How to make it relevant to your students?Is the content open to varying p y gopinions/dialogue?

Preparing a Seminar Part II: Preparing the textPreparing the text

Copy the text in reduced size so there is a l i ll dlarge margin all around.

Students are to mark up the text with:1. Notes (including word definitions, etc.)2. Quotes (to discuss)3. Questions (Blooms 5 and 6, to ask others)3. Questions (Bloom s 5 and 6, to ask others)4. Summary

Text markup is for writing things to say to p g g yclassmates during dialogue.

Teacher: Write an opening question toTeacher: Write an opening question to begin

Preparing a Seminar Part III: Setting NormsSetting Norms

Seminar is NOT a debate! It is dialogue. How to politely acknowledge ideas you mayHow to politely acknowledge ideas you may not agree with?E l ti i ti i d dEqual participation is a graded

requirement! Students need to monitor th l H ?themselves. How?Ask open-ended questionsWait for repliesBuild on others ideas and refer directly toBuild on others ideas and refer directly to the text as often as possible

Setting up the ClassroomArrange chairs/desks into two concentric circles, both facing inward., gSelect an inner and outer circle (not to be known by students in advance). Post a list.known by students in advance). Post a list.Distribute evaluation sheets for outer circlecircle.Students should sit in their assigned i l ith th i k d t t il dcircle with their marked text, pencil ready.

Teacher writes the opening question on the board, and reads it aloud.

Conducting the Seminar: Inner CircleAfter about 5 minutes to think about the opening question, the teacher will say B i BeginStudents are to have a discussion only with

th i i l ti i tother inner circle participantsHand-raising is not needed. Students are

ibl f l ti i ti dresponsible for equal participation and respectPa ses ill occ r!Pauses will occur!

Students are to continue until the teacher calls Stop When to do this?calls Stop. When to do this?

Conducting the Seminar: Outer Circle Outer circle listens and takes notes toOuter circle listens and takes notes to

critique the dialogue (During and after inner circle)circle)

After the teacher says Stop, outer circle has about 5 minutes to prepare commentshas about 5 minutes to prepare comments. Then, each shares specific instances of:What was great about todays dialogue? What was great about todays dialogue? Why?Wh t d d t b i d? Wh ? What needed to be improved? Why?

Was the text thoroughly discussed? Anything missing?

Consider: How to critique respectfully?

Conducting the Seminar: TeacherThe teacher is a special case of the outerThe teacher is a special case of the outer

circle:1 Use a diagram/marking system during1. Use a diagram/marking system during

dialogue; collect thoughts during inner-outer circle break.

2. Take notes during outer circle; then critique/compliment both inner and outer circlecircle.

3. Close seminar by asking if any students would like to give/receive additionalwould like to give/receive additional feedback.

DO NOT give in to temptation to participate g p p pduring either circle, even if things seem to be uncomfortable!

After the Seminar: EvaluationAll ti i t h d i th i k d t tAll participants hand in their marked up text

Outer circle participants hand in their critiqueOptional: inner circle self critiqueOptional: inner circle self-critique

Inner: grade is a combination of marked textInner: grade is a combination of marked text, equal/respectful participation, outer circle eval, and an individual grade from teacherOuter: grade is a combination of marked text and an individual grade from teacher based on participation and giving thoughtful feedbackand giving thoughtful feedback

At another time participants will switch for a fullAt another time participants will switch for a full grade/evaluation

Ready to tryReady to try it?it?

Question:With the advancement of

technology and a global economy that brings into use some of thethat brings into use some of the largest numbers ever humanly

conceptualized how do youconceptualized, how do you imagine that ways of labeling

b ld h i thnumbers could change in the future?

Summary:1 Select a text copy distribute1. Select a text, copy, distribute2. Students prepare text as homework3. Assign inner/outer circle; write an opening question; arrange desksopening question; arrange desks4. Write question; wait 5 minutes5. Inner circle has a discussion whileouter circle listens and takes notes6. Outer circle evaluates the discussion7 T h i f db k t ll7. Teacher gives feedback to all

LimitationsLimitations

1 Socratic Seminar can not be used1. Socratic Seminar can not be used every day. How often could you use it?it?

2. It doesnt work well in large classes or poorly insulated roomspoorly insulated rooms

3. Youll need moveable furniture!BUT: Students improve rapidly with

practice and very little direct involvement from the teacher!

QuestionsQuestions

1 Would you/Could you use Socratic1. Would you/Could you use Socratic Seminar in your mathematics classroom? Why or why not?classroom? Why or why not?

2. What do you like about Seminar?3 Wh t ld h t h i d3. What would have to change in order

for you to feel more able to use it in l ?your class?

4. What questions do you have for me?

ReferencesGray, D. (1988). Socratic seminars: Basic education and reformation. Washington, DC: Council for Basic Education.Journey to Excellence. (2009). Retrieved September 30, 2009, from y ( ) p , ,http://www.journeytoexcellence.org/practice/instruction/theories/miscideas/socratic/chart.phtmlKoellner-Clark, K., Stallings, L. L., & Hoover, S. A. (2002). Socratic Seminar for Mathematics. Mathematics Teacher, 95(9), 682-687.Maxlow, J. Socratic seminars: Discussion source materials and prompts for use in the AVID classroom [Electronic Version]. Retrieved October 13, 2008 from http://www.maxlow.net/avid/socsem/socraticseminaroverview.html.Polite, V. C., & Adams, A. H. (1997). Critical thinking and values clarification th h ti i U b Ed ti 32(2) 256 278through socratic seminars. Urban Education, 32(2), 256-278.Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, 53(1), 26-29.Tredway, L. (2000). The teacher as an intellectual and moral guide. In K. Elam & M D k fi ld (Ed ) C ti C it f L U i th T h& M. Duckenfield (Eds.), Creating a Community of Learners: Using the Teacher as Facilitator Model (pp. 74-85). Clemson, SC: National Dropout Prevention Center Tredway, L. (2004). Stepping into history through art and literature. In A. D. Murray D Menkart & J View (Eds ) Putting The Movement Back Into CivilMurray, D. Menkart & J. View (Eds.), Putting The Movement Back Into Civil Rights Teaching : A Resource Guide For Classrooms And Communities (pp. 519-524). United States: AK Press.

AcknowledgementsMany thanks for support andMany thanks for support and

contributions from the following:CEMELA/NSFAVIDTODOSLynda TredwayLynda TredwayKip TellezJeremy Theade

This project was supported in part by a grant from the National Sciencegrant from the National Science Foundation to the Center for the

Mathematics Education of Latinos (No. (ESI-0424983) The findings and opinions

expressed here are those of the author(s) and do not necessarily reflect the views of

the funding agency.THANK YOU VERY MUCH!THANK YOU VERY MUCH!

I welcome your questions and comments:

Angela ThompsonAngela Thompsonarthomps@ucsc eduarthomps@ucsc.edu