s partanburg s chool d istrict s even spartanburg, sc may 2011 presented by richard d. courtright,...

SPARTANBURG SCHOOL DISTRICT SEVEN Spartanburg, SC

May 2011

Presented by

Richard D. Courtright, Ph.D.Gifted Education Research Specialist

Duke University Talent Identification Program

THREE COLUMN DIAGRAMDIDACTIC COACHING MAIEUTIC or

SOCRATIC

Acquisition of Knowledge

By means of

Lecture and Textbooks in Language,

Literature, MathScience and

Social Studies

Develop Skills

By means of

Exercises Questioning

about skills in problem solving critical thinking,communication

Enlarge Understanding

By means of Socratic

Questioning about ideas

in the discussion of books, arts…

Definition

“Questioning students about something they have read so as to help them improve their understanding of basic ideas and values… [Seminars] are conversations, conducted in an orderly manner by the teacher who acts as leader or moderator of the discussion.” (Adler, 1984)

Rules for Conducting a SeminarSeat the students in a circle.The seminar leader may only ask

questions.All students must have read the

selection.Answers given to the question(s)

are related to the text under study; no outside source is cited

Guidelines ... the Socratic Seminar Leader...

Asks an opening question.


Asks for clarification in a given response.


Redirects the question until a clear answer is given.


Looks for connections of the responses to larger issues.


Involves everyone. (Keeping a seating chart may help with this).

Guidelines …the Socratic Seminar Leader...

Uses wait time.


Is an active listener.


Objectively receives the participant’s answer.


Does not insist on common agreement;...


seeks diverging opinions on the answers. …


Determines the resolution of the question.

Developing Good Questions for Socratic Seminars

Three types of questions:FactInterpretationEvaluation


There should be an element of doubt regarding the answer to the question.


The question should be answerable based on what the author has said in the text.


The question should deal with the important, crucial elements of the work.


The question should relate to the work at hand.


Clarity and simplicity of the question is important (KISS).


The question should be interesting to the leader of the discussion.

Content Analysis

• Read the selection.• Read the selection again,

and…• Evaluate the students’

readiness for the content.

Content Analysis

• Consider school or community factors…

• Underline crucial words.• Identify pivotal sentences.

Content Analysis

• Make a list of the important –points,–questions,–problems / issues–concepts / themes

Content Analysis

• Devise a series of questions to be asked.

• Order the questions.• Devise a diagram or chart

to frame the issue.

Content Analysis

• Examine the time available and prioritize the questions.

• Prepare 5; plan to use 3, begin with best (#1).

Structure: "Ideal" Characteristics of a Socratic Seminar

• Who: Any and all students of any age.

• What: Any work of human creativity.

• When:Once a week on Wednesday.• Where:In a circle.• How: Badly, then better.

Structure: "Ideal" Characteristics of a Socratic Seminar

• Why: To develop deeper understanding of the ideas, values, problems, issues and themes in the curriculum.

• Why: To regain a large measure of the pleasures of teaching and the teacher-learner interaction.

• Why: To increase student thinking and reasoning ability.

• Why: To increase student communication ability.

• Why: For the joy of it.

Richard D. Courtright, Ph.D.Gifted Education Research Specialist

Talent Identification Program Duke University(919)[email protected]

Contact Information:

s partanburg s chool d istrict s even spartanburg, sc may 2011 presented by richard d. courtright,...

Documents

socratic seminar leader

arts slide

socratic questioning

socratic seminars clarity

good questions

seminar seat

types of questions

opening question