Also known as “fishbowl” discussion
English 8
I
can participate in a discussion by
posing questions that connect the
ideas of several speakers.
I
can make relevant observations
and use my ideas and comments to
further the discussion.
A
Socratic seminar is a
‘collaborative, intellectual
dialogue facilitated with openended questions about a text.’
- The National Paideia Center, which has developed extensive
material on using seminars in classrooms
 Socrates,
a classic Greek philosopher, was
convinced the surest way to attain reliable
knowledge was through the practice of
disciplined conversation. He believed in
examining ideas or opinions logically, often
by the method of question and answer, to
determine their validity.
 The Socratic method of teaching is based on
Socrates’ theory that it is more important to
enable students to think for themselves than
to fill their heads with the “right” answers.
The purpose of a Socratic Seminar is to
achieve a deeper understanding about the
ideas and values in a text.
 In the Seminar, participants systematically
question and examine issues and principles
related to a particular content, and
articulate different points-of-view.
 The group conversation assists participants in
constructing meaning through disciplined
analysis, interpretation, listening, and
discussion.

In a Socratic Seminar, the participants carry
the burden of responsibility for the quality of
the discussion (not the teacher).
 Good discussions occur when participants
study the text closely in advance, listen
actively, share their ideas and questions in
response to the ideas and questions of
others, and search for evidence in the text
to support their ideas.
 The discussion is not about right answers; it is
not a debate. Students are encouraged to
think out loud and to exchange ideas openly
while examining ideas in a rigorous,
thoughtful, manner.

There are three basic elements of
a seminar/fishbowl discussion:
Text
Classroom Environment
Questions

All participants read the text in advance.
 Students
are also expected to take active
reading notes as they read the text. These
notes will help them understand and connect
to the text in preparation for the discussion.
General classroom rules that need to be followed to make
the seminar successful.
 You must come to discussion prepared, with text read,
notes taken and questions prepared, and all these
materials readily available during discussion.
 Don’t raise hands
 Listen carefully
 Address one another respectfully
 Address each other and not teacher
 Base any opinions on the text
 No side conversations
 Use sensitivity to take turns and not interrupt others
 Be courageous in presenting your own thoughts and
reasoning, but be flexible and willing to change your mind
in the face of new and compelling evidence
 The classroom will be set up in an inner and outer circle.
Norms for inner circle participants:
 Students in the inner circle are those who are
speaking.
 Inner circle participants are expected to discuss
questions, share answers and opinions, and base
these on their text, even pointing out portions of
text to their peers in the inner circle.
 Participants
in the inner circle may choose to
add to their notes if they hear or learn
anything helpful or interesting.
 All inner circle participants are strongly
encouraged to speak at least once during
each seminar.
Norms for outer circle participants:
 Student in outer circle are observing and taking
notes, but are primarily silent.
 Students in outer circle may act as “wing men” and
help a peer sitting in front of him or her in the inner
circle by quietly passing them a note.
 A “hot seat” will be in place for a student in the outer
circle to step forward and briefly become part of the
inner circle if the inner circle seems “stuck” or that
person feels like they have something very important
to add to the conversation.
 Outer circle participants will add to their notes and
record answers for discussion questions.
Norms for teacher
 Teacher will sit in outer circle and record
observations, which will result in a
summative assessment.
 Teacher will not lead discussion (or speak
much for that matter).
 Teacher may re-direct discussion or clarify a
possible answer, if necessary, or pose another
question.
 Teacher may remind students of the rules.
 Teacher may share closing observations.
 Questions
will be prepared in advance that
will guide the discussion.
 Students will be given these questions ahead
of time and be expected to think about them
and include them in their active reading
notes.
 In preparation, students should seek to have
answers to the questions, along with
evidence (proof) from the story.
 Initially, the teacher may/will provide the
questions, but students may eventually write
the questions themselves.
Here are some sample questions that you may
be asked to be prepared to discuss when
assigned reading and active reading notes:
 What is the main idea or underlying value in
the text?
 What is the author’s purpose or perspective?
 What does (a particular phrase) mean?
 What might be a good title for the text?
 What is the most important
word/sentence/paragraph?
Here are some questions you may hear the teacher
ask during the discussion:
 Who has a different perspective?
 Who has not yet had a chance to speak?
 Where do you find evidence for that in the text?
 Can you clarify what you mean by that?
 How does that relate to what (someone else)
said?
 Is there something in the text that is unclear to
you?
 Has anyone changed their mind?
Here are some questions you may hear the
teacher ask at the end of the discussion:
 How do the ideas in the text relate to our
lives? What do they mean for us personally?
 Why is this material important?
 Do you feel like you understand the text at a
deeper level?
 Did you achieve your goals to participate?
 What was one thing you noticed about the
seminar?
 Notes
will be assessed as a formative
assessment.
 Discussion will be assessed as a
summative assessment according to the
rubric on the next slide.
8.SL.1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 8 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
Assessment areas
Participation in
Discussion – Asking
questions and
provided answers
and/or opinions.
Thoughtfulness of
Comments – Adding
input to the
discussion by
staying on task and
supporting
responses and
opinions with text
Respectful – ability
to listen and follow
the discussion
norms
4
100/100
Mastery
You asked
compelling questions
and provided in
depth and
thoughtful answers
and/or opinions that
helped others
understanding.
You thoughtfully
referenced the text
to support your
responses and your
input clarified the
text for peers.
You actively
listened, remained
open-minded, didn’t
interrupt other
participants,
respected the norms
and are a role model
for discussion
behavior.
3
85/100
Approaching
mastery
You asked questions
and provided
answers and/or
opinions that added
to others
understanding
during discussion.
2
75/100
Proficient
1
1/100
Basic
You asked questions
and provided
answers and/or
opinions.
You did not ask
questions or provide
answers and/or
opinions.
You referenced the
text often to
support your
responses and enrich
the discussion.
You referenced back
to the text to
support your
responses.
You did not
reference the text
to support your
responses.
You actively
listened, remained
open-minded, didn’t
interrupt other
participants and
respected the
norms.
You listened,
remained openminded, didn’t
interrupt other
participants and
respected the
norms.
You did not listen
and did not follow
the classroom norms
for discussion such
as interrupting,
having side
conversation during
discussion, etc.
 http://www.youtube.com/watch?v=QxZMGK6
IdEs&feature=player_detailpage
 http://www.youtube.com/watch?v=6pGVR6Z
F_2M&list=PL2Bc1IDY9g8M98Kynqzp88nvTI1Wjdej&feature=player_detailpage
“A Socratic discussion is a text-based
discussion in which an individual sets their
own interpretations of the text alongside
those of other participants. The aim is a
mutual search for a clearer, wider and deeper
(‘enlarged’) understanding of the ideas,
issues, and values in the text at hand. It is
shared inquiry, not debate; there is no
opponent save the perplexity all persons face
when they try to understand something that is
both difficult and important.”
— Walter Parker, PhD, University of
Washington
 www.readthinkwrite.org
 www.gpisd.org/
 http://nwabr.org/sites/default/files/SocSem
.pdf