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 DIAGRAM
DIDACTIC
COACHING
Acquisition of
Knowledge
Develop Skills
By means of
By means of
Lecture and
Exercises
Textbooks
Questioning
in Language,
about skills in
Literature, Math
problem solving
Science and
critical thinking,
Social Studies
communication
MAIEUTIC or
SOCRATIC
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
Seminar
 Seat 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.
Guidelines ...
the Socratic Seminar
Leader...
 Asks for
clarification in a
given response.
Guidelines ...
the Socratic Seminar
Leader...
 Redirects the
question until a
clear answer is
given.
Guidelines ...
the Socratic Seminar
Leader...
 Looks for
connections of the
responses to
larger issues.
Guidelines ...
the Socratic Seminar
Leader...
 Involves everyone.
(Keeping a seating chart
may help with this).
Guidelines …
the Socratic Seminar
Leader...
 Uses wait time.
Guidelines ...
the Socratic Seminar
Leader...
 Is an active
listener.
Guidelines ...
the Socratic Seminar
Leader...
 Objectively
receives the
participant’s
answer.
Guidelines ...
the Socratic Seminar
Leader...
 Does not insist on
common
agreement;...
Guidelines ...
the Socratic Seminar
Leader...
 seeks diverging
opinions on the
answers. …
Guidelines ...
the Socratic Seminar
Leader...
 Determines the
resolution of the
question.
Developing Good
Questions
for Socratic Seminars
 Three types of
questions:
Fact
Interpretation
Evaluation
Developing Good
Questions
for Socratic Seminars
 There should be an
element of doubt
regarding the answer
to the question.
Developing Good
Questions
for Socratic Seminars
 The question should be
answerable based on
what the author has
said in the text.
Developing Good
Questions
for Socratic Seminars
 The question should
deal with the important,
crucial elements of the
work.
Developing Good
Questions
for Socratic Seminars
 The question should
relate to the work at
hand.
Developing Good
Questions
for Socratic Seminars
 Clarity and simplicity of
the question is
important (KISS).
Developing Good
Questions
for Socratic Seminars
 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.
Contact Information:
Richard D. Courtright, Ph.D.
Gifted Education Research Specialist
Talent Identification Program
Duke University
(919)668-9130
rcourtright@tip.duke.edu