Professional Development Handout

Empowering Students Through Socratic Seminar

LIST 5373 !oundations of Literac" Learning in E#$%
&livia Doughert"
'arch (() (*+,
-cademic Honest" Statement
I have read and understand the UTA Academic Honesty clause as follows. Academic dishonesty is a
completely unacceptable mode of conduct and will not be tolerated in any form at The University of
Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance
with University regulations and procedures. Discipline may include suspension or expulsion from the
University. Academic dishonesty includes but is not limited to cheating plagiarism collusion the
submission for credit of any wor! or materials that are attributable in whole or in part to another
person ta!ing an examination for another person any act designed to give unfair advantage to a
student or the attempt to commit such acts." #$egents% $ules and $egulations &art 'ne (hapter
)I *ection + *ubsection +.,. *ubdivision +.,,-."
.urther I declare that the wor! being submitted for this assignment is my original wor! #e.g. not
copied from another student or copied from another source- and has not been submitted for
another class.
*ignature" #Typed name-/ 'livia Dougherty
Date/ 0arch ,, ,123
.ac/ground Information and 0ationale
I am a high school teacher at the Dr. Abraham &. (ano .reshman Academy in Harlingen Texas.
Although I currently teach ninth grade 4nglish 5anguage Arts I am certified to teach 4nglish in
grades 362, in the state of Texas.
In an effort to reach the human essential" that $outman spea!s of in Reading Essentials: The
Specifics You Need to Teach Reading Well I chose the idea of critically thin!ing and discussing texts
because it is where students discover their passion for reading. If students are able to direct their
own learning and discovery of literacy they are going to find the s!ill more meaningful to their own
lives. .urthermore discussing texts and material in this way is more real6life applicable than any
other literacy6driven assignment. If students are able to understand how to facilitate discussion and
do 7ust that 8 discuss" 8 then they will be ready for the real world. *tudents are still used to
waiting for the 9uestions from the teacher and simply answering them but when they begin to ta!e
on the role of 9uestioner and are directing their 9uestions to their peers they are more apt to value
these learning experiences.
The impact I am hoping this will have is that teachers will create a sustainable learning environment
that does not hinge on their presence in the classroom. If teachers are to provide a structure for
students to engage in this !ind of learning they will ensure that students are successful both in
their current class yet also in their future years of schooling. Teaching our students real6life s!ills in
con7unction with literacy will ma!e learning meaningful and as urgent or critical as it should be.
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In the era of educational initiatives li!e :o (hild 5eft
;ehind" and $ace to the Top" teachers are
embodying the role of propagator disseminating
their !nowledge to generations of students in a drill6
and6!ill style format. Are the voices of students being
heard< :o= (ritical thin!ing is left at a standstill and
students thus feel distanced from learning which
later manifests into hostility during their adolescent
years.
The solution to this problem is easier than we may
thin!. *tudies suggest that by allowing students to
sit in the literacy driver%s seat we can not only teach
them to thin! critical about the texts they are
reading but also aid them in developing real6life
s!ills such as 9uestioning reasoning challenging
and discussing. >hen students are given this
opportunity to address and interact with a text as
they do in *ocratic *eminars they are becoming
self6sufficient lifelong learners #Hulan ,121-. Here
are 22 tips to empower your students through
discussion6based instruction/



Although we are programmed to believe that we
are the gate!eepers of !nowledge and
information we must separate ourselves from
this primitive idea about education. Hulan #,121-
suggests teachers mold our 9uestions and
classrooms to be open and accepting allowing
students the time space and freedom to discuss
literature both among their peers and in the
presence of a teacher." Instead of teaching your
students to loo! for you for both the 9uestions
and the answers give them the control of the
classroom. Allow them to as! the difficult
9uestions. ?ive them the encouragement to
attempt answering those difficult 9uestions.
Olivia Dougherty March 17
th
, 2014
HELP55 '6 ST4DE2TS #-22&T THI27 !&0
THE'SEL8ES5
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The typical classroom includes military rows that posit the
teacher at the center of focus or attention Move away from
the role of disseminator of !nowledge, and instead, allow your
students to engage in discovery learning "mage source#
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Do not mista!e giving up control as distancing
yourself from the students. In *ocratic *eminars
you have two options/ teacher6led or student6led
discussions. :either of these options yields a
removed teacher. If you prefer to lead the
discussion you will sit in the circle and become
the interpretive authority" #Hulan ,121-.
However you may also choose to construct
student6led discussion. $esearch suggests that
scaffolding students during reading for
comprehension lessons will help them tac!le
other concepts that they may now easily relate to
#Hulan ,121-. Ultimately student6led
discussions are an excellent end goal as then the
students are truly in control of their own learning.
'ne way to accomplish this goal is to consider
what material re9uires you as a teacher to teach
and what material can be taught through
student6led discussion. Typically theme6based
activities are the best to implement for *ocratic
*eminars. *tudents naturally connect to texts
they understand.
>hether the *ocratic *eminar is teacher or
student6led it is important that students
understand what proper discussion protocols are.
$esearchers note that providing roles to students
to facilitate discussion can be beneficial.
Additionally proper conversational manners must
be taught. ;ecause students are interacting with
one another in a less formal classroom setting
they must remember respect to the group which
you as the teacher can preface by setting
ground rules" #Hill ,12+-. *tress to students
that *ocratic *eminars are discussions not
debates. It may be necessary to provide students
with a lesson about what 9ualifies discussion
versus debate.
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"mage source# Microsoft clipart
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$ strong reader is one who engages in active reading
strategies %mpower students &y teaching them the
essential connection &etween reading and writing "mage
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;ecause of this stress of higher6level thin!ing it
is important to inform students about different
levels of 9uestions. *imilar to being a teacher
participating in *ocratic *eminars is more about
the types of 9uestions you as! than about how
many you can answer and move on from. To this
effect research studies suggest using 9uestions
to not only chec! for a basic understanding of the
text or correct misunderstandings but to further
probe the mind to thin! about more inferential
ideas #Hulan ,121-.
'ne way of approaching this sub7ect is by
providing students with basic 9uestion stems.
Additionally explaining the basics of ;loom%s
Taxonomy will allow them to distinguish between
comprehension application etc.
TIP 95 E2#&40-3E #0ITI#-L THI27I23
*ocratic *eminars are not to be used for drill6and6!ill comprehension
understanding. >hile students can certainly as! clarifying 9uestions
about basic plot teachers should prepare students to practice how to
reflect on their own experiences and apply it to the literature.
Interpretation is !ey so oftentimes the goal of *ocratic *eminars is not
to get the correct answer but instead to discuss possibilities of an open6
ended 9uestion #Hill ,12+-. ;y ma!ing students aware of this critical
component they will be more comfortable with participating in the
discussions.
*ocratic *eminars will not wor! unless students
have a solid understanding of the text. Again
ensuring students !now basic plot comprehension
of literature is beneficial and by teaching active
reading strategies students will be able to consult
the text during their discussions #Hulan ,121-.
.or *ocratic *eminars in other content areas
studies suggest exposing students to basic
9uestioning and hypothesi@ing strategies. .or
example in science classes students should
recogni@e the scientific method or scientific
reasoning before engaging in discussion #Hardy
Aloet@er 0oeller B *odian ,121-. :ot only with
this type of preparation aid students in their
current environment it will allow them to excel in
the middle and high schools as well.
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It is unrealistic to believe that all students will be
able to actively participate in a discussion.
Therefore research suggests fish bowl or
innerCouter circles may be more beneficial for
211D participation. The inner circle may be the
ones discussing while the outer circle is
recording notes or developing 9uestions. Always
!eep an open seat for the inner circle 7ust in case
a student wants to 7ump in to spea! briefly.
Hill #,12+- notes that prior to the enactment of
.ish ;owl demonstration groups we discussed I
(an" statements to develop a schema for turn6
ta!ing rules" in order to ma!e discussion more
meaningful. Again though teaching students
appropriate conversation norms will benefit them
in their future it is difficult to condition them to
not simply tal! but listen and respond.
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4ven if you are sensing the *ocratic *eminar is
failing do not get involved= If you involve
yourself when there is an uncomfortable silence
or chime in you%re your opinion to get the ball
rolling students will expect you to do this every
time and therefore never become self6sufficient.
Hulan #,121- suggests the teacher involvement
can lead to less experimentation and less
thoughtful discussion on the part of the student
and more reliance on the teacher for what is seen
as the correct interpretation of a text." .ight the
urge= Eour students with benefit in the long run=
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Do not limit *ocratic *eminar to reading and social
studies bloc!s. $esearch proves that engaging in
open discussion about math concepts even if
simply to clarify meaning or explain reasoning
helps students to better understand the ideas
#Aos!o B 0iya@a!i ,12,-. If teachers collaborate in
cross6curricular discussions students will be able to
experiment with different material using the same
basic structure.
TIP 9+* P0-#TI#E 0E!LE#TI&2
As previously noted if you have organi@ed a
student6led discussion you should avoid getting
involved and assisting students in the discussion.
However afterward researchers suggest the power
of reflection. ;est practices state that as!ing
students what went well as well as possible areas
for improvement for the next *ocratic *eminar is
useful to bring the discussion to a close #Hilll
,12+-.
>hile this can be a written assignment students
complete it may be helpful to have them continue
to vocali@e their thoughts. Additionally teachers
can model discussion norms now that they are
seated alongside students and participating in the
discussion.
TIP 9++ '-7E IT - HI3H$I2TE0EST T&PI#
Ultimately before preparing for a *ocratic *eminar
you must as! yourself/ is this topic the most
appropriate one to allow students to discuss< >hile
students should be able to connect to all texts
certain texts will garner better conversation than
others. It is important to consider not only the s!ill
set students come in with but also their
personalities and bac!grounds #Hulan ,121-.
>hile *ocratic *eminars can produce some of the
greatest levels of student engagement if the topic
is not one students will have a lot to say about the
pedagogical practice will not be used to its highest
potential.
"mage source# Microsoft clipart
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Tip #1: Read to your child
:ever underestimate the power of ta!ing a moment before bedtime each day to read your
child a story. :ot only with this allow you to spend 9uality time with your child but you
will be un!nowingly encouraging them to find pleasure in reading. >hen a child receives
one6on6one attention from you through literature heCshe will associate a positive
connotation to the activity.
Tip # 2: Be the questioner, not always the answerer
Although !ids love to as! 9uestions try to resist simply providing a 9uic! answer.
Instead engage in a dialogue with the child so that they are exploring and hypothesi@ing
with your help
Tip #3: et in!ol!ed in the community
>hat is the best way for a child to practice discussing< ?oing out and actually doing it=
?oing to a local art gallery will encourage the child to loo! at abstract concepts and ma!e
meaning. )olunteering at a retirement community will allow the child to communicate in a
world outside of the classroom.
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"lease contact:
#li!ia $ou%herty
oli!ia&dou%herty'hcisd&or%
Tip #(: )nspire creati!ity
*elf6discovery and critical thin!ing go
hand in hand. Allowing your child to use
hisCher imagination after reading a story
will enable creative exploration.
Tip # *: +ncoura%e self,disco!ery
(hildren need constant reinforcement
especially when it comes to voicing
opinions. ;e sure that you along with
other members of your family such as
older siblings act as a support system for
your child%s educational enlightenment.
Tip #-: .odel %ood con!ersation norms
>ithout witnessing respectful dialogue
and manners children will never be able
to engage in conversations in the
classroom. Always be aware of your
position as a conversationalist as well as
a listener when spea!ing with people in
front of your child.
"mage source# Microsoft clipart
+> http/CCwww.readwritethin!.orgCclassroom6resourcesC
$ead >rite Thin! is filled with numerous documents that can aid those who need a variety of
support. :ot only does the site boast lesson plans videos and activities it also allows one to see
the clear connection from theory to practice. ;elow are some lin!s to $ead >rite Thin! sources
related to *ocratic *eminars.
o ** in professional development. Try as a student before you implement as a teacher=
http/CCwww.readwritethin!.orgCprofessional6developmentCstrategy6guidesCsocratic6seminars6
+1F11.html
o ** or boo! discussion lesson created by a Texas teacher. )iew today use tomorrow=
http/CCwww.readwritethin!.orgCclassroom6resourcesClesson6plansCteachers6allowed6student6
boo!6GH1.html
(> https/CCmy.avid.orgClogin.aspx<$eturnUrlID,fdefault.aspx
The 0E A)ID portal provides useful resources to print and implement in the classroom immediately.
$esources include but are not limited to rubrics presentation pac!ets videos etc. Though the
site re9uires registration the education program addresses college readiness from elementary to
high school.
3> http/CCwww.pinterest.comC7illschwart@manCsocratic6seminarsC
;oards on &interest provide immediate ta!e6aways that are more visual than maybe the documents
on the A)ID portal. Though searching *ocratic *eminar" on &interest will benefit those familiar with
the social networ!ing site the lin! provided is one of many pin boards available to teachers. .or
those wondering what it should loo! li!e" before 7umping in chec! out &interest=
,> www.youtube.com
There is no 9uestion the EouTube can house some of the best 8 and the worst= 8 videos but when it
comes to seeing different teachers execute *ocratic *eminars one can may be able to pic! out what
wor!s best. ;elow are some lin!s to videos of the *ocratic strategy.
o ** in fourth grade classroom. The teacher ta!es a more active role to guide discussion.
https/CCwww.youtube.comCwatch<vIp)75Fx>@>iJ
o ** in a middle school setting. Useful for elementary teachers who wish to long6term scaffold
https/CCwww.youtube.comCwatch<vIFp?)$FK.L,0
o ** in third grade inclusion class. 4xcellent 9uestions that are high6level and rigorous.
https/CCwww.youtube.comCwatch<vIwy!pJcFE:*g
5> https/CCwww.youtube.comCwatch<vIh(uM4gAMTdE
The Ted Tal! channel on EouTube allows those who need more methodological purpose to answer
the 9uestion/ what *ocratic thought< 0ichael *trong the spea!er discusses shifting norms" so
that students do not feel as if they are ordered to thin! and be submissive but yet encourage
students to thin! for themselves. In order to find more Ted Tal!s subscribe to the channel=
%> http/CCwww.hightechhigh.orgCpro7ectsC<nameI*ocratic
D,1*eminarsBuidIMcGa2NaG3G,N3Hfe1eeGdNHFM1+N2H,H
&ro7ects at High Tech High provide materials such as videos goal setting and reflection to be
adapted for any teacher anywhere. The videos predominantly focus on (ommon (ore standards
when setting up *ocratic *eminars in the classroom. Though geared at the high school level the
website is beneficial for those loo!ing to ac!nowledge the process of *ocratic discussions yet adapt
and implement to meet the demands of individual elementary school students.
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(hor@empa ;. B 5apidus 5. #,11G-. To .ind Eourself Thin! for Eourself. Teaching Exceptional
Children 41#+- M36MG.
(hor@empa and 5apidus explore the process of *ocratic *eminars and assert that by practicing and
engaging in literature6based discussions elementary inclusion students become better readers and
writers. The authors clearly define the roles of teacher and student in the process.
5e A. B De.ilippo (. 5. #,11H-. 5ittle &hilosophers. Educational Leadership 66#,- FF6FG.
5e and De.ilippo discuss a pilot program that implemented *ocratic *eminars in early elementary
grade levels including !indergarten and first grade. The authors assess the students% growth after
participating in the poetry6driven discussion that focused on upper grade level texts form authors
5angston Hughes and 4mily Dic!inson. The article encourages involving parents in the process in
order to garner support.
0angrum O. $. #,121-. *haring &ractice through *ocratic *eminars. hi !elta "appan #1#N- 3163+.
0angrum discusses *ocratic *eminars to replace the typical school activities in elementary schools
li!e wor!sheets or direct instruction. The article reviews steps in the process such as/ selecting
texts conducting prewor! goal setting and 9uestioning.
$e@nits!aya A. #,12,-. Dialogic Teaching/ $ethin!ing 5anguage Use During 5iterature
Discussions. Reading Teacher 6$#N- 33F63MF. doi/21.211,CT$T$.121FF
$e@nits!aya compares and contrasts monologic teacher6driven and dialogic classrooms student6
driven. The author recogni@es the challenges yet encourages the switch from monologic to dialogic.
*chneider O. #,12,-. *ocrates and the 0adness of 0ethod. hi !elta "appan #4#2- ,F6,G.
*chneider reviews the history of *ocratic practice in literature studies. The author asserts the
possibility of *ocratic method from primary grades to higher education at the university level.
0E!E0E2#ES
Hardy I. Aloet@er ;. 0oeller A. B *odian ;. #,121-. The Analysis of (lassroom Discourse/ 4lementary *chool *cience
(urricula Advancing $easoning >ith 4vidence. Educational %ssess&ent 1$#+C3- 2GN6,,2.
doi/21.21H1C21F,N2GN.,121.M+1MMF
Hill A. #,12+-. $eclaiming *tudents% )oices/ .ourth ?raders% Discussion of the ?reat 0igration in a (limate of &aced
(urriculum. 'ournal (f %d)anced %cade&ics *4#+- 23262F+. doi/21.22NNC2G+,,1,P2+3G+HH2
Hulan :. #,121-. >hat the *tudents >ill *ay >hile the Teacher is Away/ An Investigation into *tudent65ed and Teacher65ed
Discussion within ?uided $eading ?roups. Literac+ Teaching %nd Learning 14#26,- 326F3.
Aos!o A. >. B 0iya@a!i E. #,12,-. The 4ffect of *tudent Discussion .re9uency on .ifth6?rade *tudents% 0athematics
Achievement in U.*. *chools. 'ournal (f Experi&ental Education ,-#,- 2N+62GM.
doi/21.21H1C11,,1GN+.,122.MFFMHH
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