ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Socratic Seminar Supporting Activities
I will share the Seminar Assignment as well as the rubric and speaker worksheet with the class. Using these materials,
we will engage in the activities listed below in order to cover the additional material provided in the Seminar Guidelines
handout. To wrap up, we will conduct a practice seminar and then reflect upon our experience before moving on to
formally graded seminars.
Introductory Activity: Socratic Seminar Definition
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Ask them if they have done this kind of activity before and how they would define or explain it, write down
response on the board
Fill in with definition from Seminar Guidelines handout
Identify which areas we will be practicing/focusing on during these activities
o Dialogue versus Debate
o Generating Discussion Questions
o Identifying and Practicing Roles
Small Group Activity: Dialogue versus Debate
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Emphasize the idea that a seminar is about building knowledge together, not debating
Print and cut out dialogue vs debate characteristics and have them categorize them in small groups
(4 groups of 5) template below
Reconvene the large group and then complete the assignment on the projector, focus on those characteristics
we didn’t get or were unsure of
Assign two items from the dialogue list to each group to come up with examples for
o Example: collaborative- have them create a case example that shows how collaborative work would look
like during class discussion, they should reference On the Road and even create sample dialogue
between discussion participants
they should come to the front of the room to present their examples
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Dialogue – DO THIS
Debate – DON’T DO THIS
collaborative: multiple sides work toward
shared understanding
oppositional: two opposing sides try to prove
each other wrong
one listens to understand, to make meaning,
and to find common ground
one listens to find flaws, to spot differences,
and to counter arguments
enlarges and possibly changes a participant's
point of view
defends assumptions as truth
creates an open-minded attitude: an openness
to being wrong and to change
creates a close-minded attitude, a
determination to be right
one submits one's best thinking, expecting that
other people's reflections will help improve it
one submits one's best thinking and defends it
against challenge to show that it is right
calls for temporarily suspending one's beliefs
calls for investing wholeheartedly in one's
beliefs
one searches for strengths in all positions
one searches for weaknesses in the other
position
respects all the other participants and seeks not rebuts contrary positions and may belittle or
to alienate or offend
deprecate other participants
many people have pieces of answers and that
cooperation can lead to a greater
understanding
assumes a single right answer that somebody
already has
remains open-ended
demands a conclusion
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Small Group Activity: Generating Thoughtful Discussion Questions
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Open discussion: what makes a good discussion question? List on BB as they give responses, fill out with
addition detail from handout
In new small groups (still 4 of 5), have them review the grid and finish filling it out by giving examples of each
kind of question, referring to On the Road, template below, assign two groups to start at the top and two to
start at the bottom so we have examples of all kinds of questions
Ask each group to share one/two questions. Ask the other groups to evaluate the questions. Do they meet our
criteria we discussed at the beginning or not? How can we improve them? Put the best/improved questions into
the Seminar Guidelines handout on projector during class
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Type of
Question
Analysis
Beginning with…
Compare &
Contrast
What is the difference
between…?
How is this similar to…?
Cause &
Effect
Why does…happen?
What does…have to do
with…?
What are connections are
there between….?
Examples
How…?
What is the importance of…?
What is meaning of…?
How would you explain…?
Application & What does…have to do
Connection
with…?
Why is…important today?
How does…relate to our
earlier discussions?
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Discussion Roles & Evaluation Activity
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Hand out quiz and have them complete the first part, template below
handout the “answers” to the quiz, template below
Once they identify their role(s), ask for a show of hands of who falls under each role
Show of hands how many fall under 2+ roles, 3+, etc…
review and read through the roles, ask for thoughts on how to overcome challenges for each role
Then in same small groups from discussion question activity, have them create dialogue that they will perform
showing what those roles look during class discussion
o Details on board for script:
 Use a question we generated from our discussion questions activity
 create a set of scripted lines for your group to read from
 at least two participants in your example
 integrate as many roles as possible
Once they have created their scripted lines, they should present them to the class. The class should then listen
carefully to try and identify which roles as being used.
After the group is done reading their lines, ask the other groups to identify which roles are being used and when
by giving examples (I think when the person said “I think we should consider the role Dean plays in this issue”
they were playing the “Explorer” role)
Ask the group if the class misses any and have them clarify which were missed.
Then ask the listeners for that group to use the rubric to evaluate the speakers in the example. Just put the
rubric up on the projector (template below) and discuss how they would evaluate each participant in the
example and why.
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Discussion Roles Quiz
Which things you are most likely to do during in-class discussion (circle all that apply)?
A.
B.
C.
D.
E.
F.
G.
Offer a new way of seeing things
Challenge people to look at things differently when they all seem to be agreeing on something
Show that a key idea or bit of evidence is not being considered
Share passages that support the ideas being explored
Explain connections between ideas shared by different people or at different times during the discussion
Try to find common ground between differing viewpoints
Bolster up and enhance others’ ideas that are incomplete or incorrect
Discussion Roles Quiz
Which things you are most likely to do during in-class discussion (circle all that apply)?
A.
B.
C.
D.
E.
F.
G.
Offer a new way of seeing things
Challenge people to look at things differently when they all seem to be agreeing on something
Show that a key idea or bit of evidence is not being considered
Share passages that support the ideas being explored
Explain connections between ideas shared by different people or at different times during the discussion
Try to find common ground between differing viewpoints
Bolster up and enhance others’ ideas that are incomplete or incorrect
Discussion Roles Quiz
Which things you are most likely to do during in-class discussion (circle all that apply)?
A.
B.
C.
D.
E.
F.
G.
Offer a new way of seeing things
Challenge people to look at things differently when they all seem to be agreeing on something
Show that a key idea or bit of evidence is not being considered
Share passages that support the ideas being explored
Explain connections between ideas shared by different people or at different times during the discussion
Try to find common ground between differing viewpoints
Bolster up and enhance others’ ideas that are incomplete or incorrect
Discussion Roles Quiz
Which things you are most likely to do during in-class discussion (circle all that apply)?
A.
B.
C.
D.
E.
F.
G.
Offer a new way of seeing things
Challenge people to look at things differently when they all seem to be agreeing on something
Show that a key idea or bit of evidence is not being considered
Share passages that support the ideas being explored
Explain connections between ideas shared by different people or at different times during the discussion
Try to find common ground between differing viewpoints
Bolster up and enhance others’ ideas that are incomplete or incorrect
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Discussion Roles Quiz Results
If you circled these letters, the roles you like to play are:
Letter
Role
A
Explorer
B
Gadfly
C
Sherlock
Holmes
D
Librarian
E
Matchmaker
F
Judge
G
Facilitator
Results
“Let’s try a new path or perspective…”
Description: This role offers up new insights and ways of seeing things that haven’t yet been
brought up in class discussion. They like to keep moving forward, forging new territory. They
are often responsible for finding ideas that might have otherwise remained hidden.
Challenges: Sometimes people in this role can be too quick to move on to new ideas, leaving
current issues before they are fully explored.
“Everyone seems to be too easily content with saying…”
Description: This is the typical “devil’s advocate” type of role. They like to challenge what most
people seem to be agreeing on and add complications to the issue that help the group to really
fully explore ideas, consider different viewpoints and not be too content with simple answers.
Challenges: Sometimes people in this role just offer up different ideas for the sake of being
difficult and don’t provide reasons or support for the different viewpoint they are putting
forth.
“I think we have overlooked an important clue (a passage or detail from the text)…”
Description: This role helps keep the group focus on the text, the actual material from which
the group is working. They have often read and annotated their work carefully and are able to
help keep the group focused on the text.
Challenges: Sometimes people in this role are too literal with the text and aren’t willing to dig
deeper into it and entertain ideas that might seem a bit more difficult to prove, even when
those ideas may help move the discussion forward.
“Here’s a passage in the text that supports your point…”
Description: This role also helps keep the group focused on the text, but also sees the
connections between people’s claims and the sort of support or evidence they need for those
claims.
Challenges: Sometimes people in this role are content to just show the supporting points
without delving into the details of how that support works, they too, like those in the Sherlock
Holmes role, may be too literal with the text.
“What you are saying is a lot like what Sue said earlier…”
Description: This role helps show the connections between different ideas presented by the
group, and therefore helps build up and synthesize discussion. This helps the group to move
toward cohesive and well explored ideas and concepts.
Challenges: Sometimes people in this role are too focused on agreement and aren’t willing to
entertain or consider new or challenging ideas. They often fear or are uncomfortable with
disagreements.
“Let’s see what the difference is between your two ideas and figure out why…”
Description: This role helps to show how different ideas presented by the group may not
necessarily work together. They are good at synthesizing discussion as well, but have an eye
for where the discussion points don’t necessarily match up.
Challenges: Sometimes people in this role are too focused on differences and can’t necessarily
see where the group agrees and is able to build knowledge.
“Let’s find a way to make this comment more convincing or helpful…”
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ENGL201 Socratic Seminar Supporting Activities Lesson Plans
Description: This role helps to fill in missing details or support on those contributions that
aren’t fully formed or thought out. They are supportive and help to make sure each member of
the group feels important to the discussion.
Challenges: Sometimes people in this role can be too positive, trying to fit even no so good
ideas into the discussion, even when not appropriate. They may also be afraid to challenge or
question others’ viewpoints.
Practice Seminars
Once we have covered all of the above material, we will then discuss what we learned. Prior to our practice class, I will
ask all students to come to class with 2 questions on the assigned reading.
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Open discussion: what aspects of seminar do you still need further clarification on? What aspects do you think
are most important? What aspects do you think will be the most challenging? Ask others in the class if they can
help with these questions, I will respond as needed.
We will now do brief mini-seminars, giving you all a chance to try being both speakers and listeners.
I will have prepared ahead of time the two groups and evaluation pairs.
Mini-Seminar
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Have the class form into two circles, distribute a rubric to everyone for their speaker evaluation. Let them know
that for this practice session, evaluation of your speaker will be shared, but in future seminars, evaluation will be
anonymous.
Have the first group of speakers discuss using one of their prepared questions and continue for about 15
minutes. After the 15 minutes, give the listeners a chance to evaluate their assigned speaker and the speakers to
write down some thoughts on their discussion and how it went.
Have the second group of speakers discuss for about 15 minutes and repeat the evaluation/note taking process.
Now pair up with your assigned speaker and discuss your evaluations and how you could improve.
Large group discussion: which role did you like better- listener or speaker? Why? When did discussion go well?
When did it not go so well? What parts were difficult or awkward and how could we improve them? Any final
questions on this process?
After this, review all of the seminar materials on Blackboard, the seminar schedule and answer any final
questions.
The first graded seminar will be the following class period.
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