Paideia
Nash-Rocky Mount Public Schools
Rocky Mount High School Math/Health and PE
Training 1: October 07, 2013
Training 2: October 16, 2013
Training 3: October 22,2013
Training 4: October 29, 2013
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Training Goals
• Receive training on the use of the Socratic Seminar
and Paideia Methodology (Level I Training) as a key
literacy instructional strategy for teaching and
learning of the Common Core State Standards
(CCSS) in all content areas.
• Explore background and research on the Paideia
Seminar, a collaborative, intellectual dialogue
facilitated with open-ended questions about a text,
and Paideia methodology for teaching and learning.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Training Goals
• Analyze the components of the Socratic Seminar and
the Seminar Cycle (or Literacy Cycle) and its
connection and application to the Common Core
State Standards in Reading, Writing, Speaking,
Listening, and Language.
• Participate in and then independently lead a
Socratic Seminar(s) to build skills for rigorous
implementation of Common Core State Standards in
Reading, Writing, Speaking, Listening, and Language.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Training Goals
• Explore and connect the use of the Socratic Seminar and
Paideia Methodology to support all NC teaching and
learning initiatives and provide model exemplars for both
the NC Teacher Evaluation
Teaching Standards:
• 2: Establishing respectful environment
• 3: Content knowledge
• 4: Facilitating Learning
• 5: Reflecting
• Complete independent tasks to earn CEU Credit.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Agenda:
1:10-3:00
• Intro/House keeping
• Part I: Paideia Defined
• Part II. Paideia Modes of Instruction
• Part III: Defining Socratic Seminar
• Part IV: Planning—Components 1 and 2
Access:
http://www.learnnc.org/lp/editions/paideia/contents
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part I: Paideia Defined
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
What Exactly is “Paideia”?
• Paideia (py-dee-ah) from the Greek
“pais, paidos”: the upbringing of child
(related to pedagogy and pediatrics).
• In an extended sense, the equivalent of
the Latin “humanitas” from which “the
humanities” is derived.
• In short, the learning that should be
possession of all human beings.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
What Exactly is Paideia?
The influences on Paideia include:
• Socrates and other Greek philosophers
• John Amos Comenius
• Thomas Jefferson
As well as other great humanists,
essentialists, and classical thinkers.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Mortimer J. Alder and
the Paideia Posse
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
The Paideia Group:
• In 1982, Paideia's
original thinker,
philosopher Mortimer
Adler, joined with a
diverse cadre of
educators and
intellectuals to form
the Paideia Group.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Mortimer J. Adler
•Chairman, Director, Institute
for Philosophical Research
•Chairman, Board of Editors,
Encyclopedia Britannica
•Founder, the National Paideia
Center, UNCCH, Ashville, NC
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Members of the Paideia Group:
• JACQUES BARZUN
Former Provost, Columbia
University
Literary Adviser, Charles
Scribner’s Sons
• OTTO BIRD
Former Head, General Program of
Liberal Studies,
University of Notre Dame
• LEON BOTSTEIN
President, Bard College
President, Simon’s Rock of Bard
College
• ERNEST L. BOYER
President, The Carnegie
Foundation for the Advancement
of Teaching, Washington, D.C.
• NICHOLAS L. CAPUTI
Principal, Skyline High School,
Oakland, California
• DONALD COWAN
Former President, University of
Dallas
Fellow, Dallas Institute of
Humanities And Cultures
• ALONZO A. CRIM
Superintendent, Atlanta Public
Schools, Atlanta, Georgia
• CLIFTON FADIMAN
Author and critic
• DENNIS GRAY
Deputy Director, Council For
Basic Education, Washington,
D.C.
• RICHARD HUNT
Senior Lecturer and Director of
the Andrew W. Mellon Faculty
Fellowships Program, Harvard
University
• DOUGLASS CATER
Senior Fellow, Aspen Institute for
Humanistic Studies
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
The Paideia Proposal: An Educational
Manifesto (1982)
• A systemic critique of
American public
education.
• Argued that unless we
managed to offer all
American children the
same high quality
education, our
democracy itself was
in danger.
In order to maintain our
democratic society we
must:
1. Simultaneously
institute much higher
academic standards
2. Render academic rigor
accessible to all
students.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
The Paideia Proposal
Dedicated to three well-known
educators:
• Horace Mann
• John Dewey
• Robert Maynard Hutchins.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Horace Mann
• 1796-1859
• Early American educational
reformer
• Articulated the connection
between effective “common”
schools and democratic wellbeing.
• His 12 reports (1837-48) as the
first Mass. Sec. of Ed. are among
the most significant primary
documents in American ed.
history.
• “the best education for the best
is the best education for all…”
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Robert Maynard Hutchins
• 1899-1977
• Chancellor of the University of
Chicago.
• Leader of the group who, post WWII,
created the Great Books program.
• Stressed the need for academic rigor
• Thinking behind the idea of
academic standards
• “Human community as a result of
better communication…”
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
• 1859-1952
• “Progressivism” provided
20th Century educators
with a argument for
classrooms that combined
relevant curriculum with
active student learning.
• Was the democratic “Yin”
to Hutchins’ “Yang” in
Adler’s thinking.
• His ideas led directly to the
Paideia Coached Project.
John Dewey
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Mortimer J. Adler
Mortimer, you’re a smart guy…
How to read a book…
The Paideia Principles
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Paideia Principles:
We, the members of the Paideia Group, hold
these truths to be the principles of the Paideia
Program:
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part II
The Paideia Modes of
Instruction
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Paideia Modes of Instruction
COACHING
Seminar
DIDACTIC
Development of
Intellectual Skills
The Acquisition of Knowledge
10-15%
60-70%
Increased
Understanding of
Ideas and Values
15-20%
NRMPS CO Paideia/Seminar Training, Oct 2012
Paideia Modes of Instruction
DIDACTIC
The Acquisition of Knowledge
10-15%
• An oral presentation
that teaches through
“telling.”
• To elicit active
listening, the
presentation must
attract and sustain
attention.
• A crafted presentation.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Didactic Instruction
• The delivery of factual information.
• Lecture, demonstration, videos, and reading are
common forms of Didactic Instruction.
• The goal of is for students to acquire the basic “must
know information” about a subject.
• Because Didactic Instruction typically puts students
in a passive role, the National Paideia Center
advocates limiting Didactic Instruction to 10-15%
of instructional time.
• Assessment and evaluation of Didactic Instruction
and factual learning is effectively conducted through
traditional short answer and multiple choice tests.
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Paideia Modes of Instruction
• The development of
intellectual skills.
• Skills learned by
reading, writing,
speaking, listening,
calculating, etc.
• Formative assessment
and feedback.
COACHING
Development of Intellectual Skills
60-70%
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Intellectual Coaching
• is guidance through modeling and questioning.
• Intellectual Coaching may begin with a teacher
modeling writing a sentence, reading a paragraph,
solving a problem, or hypothesizing about a
reaction.
• Intellectual Coaching often happens by
questioning as well as both positive or corrective
feedback.
• The goal of Intellectual Coaching is for students to
acquire expertise in skills of learning, such as
reading, writing, calculating, and observing.
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Intellectual Coaching
• Developing skills in a relevant context occurs
in a Paideia Classroom through teacher’s
development and use of units called
Coached Projects.
• Intellectual Coaching ideally occurs 60-70%
of instructional time.
• Assessment and evaluation of Intellectual
Coaching is conducted through formative
assessment, performance tasks, project work
often with the use of checklists and rubrics.
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
The Paideia Coached Project
• The Paideia coach project is a unit of
study that leads to a student product or
performance of real value to an audience
outside the classroom.
• The project can be connected to
classwork or provide the students to
engage in self-directed learning activities
to pursue personal goals in conjunction
with curricular objectives.
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Paideia Modes of Instruction
Seminar
Increased
Understanding of
Ideas and Values
20-25%
• Conversations,
conducted in an
orderly manner by
the teacher who acts
as the leader or
moderator of the
discussion.
• The conversations
revolve around a
“text” of some sort.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Paideia Seminar
• is a collaborative, intellectual dialogue facilitated by
open-ended questions about a text.
• The goal of Paideia Seminar is for students to expand
their understanding of ideas, concepts, and values
about the curriculum.
• The Paideia Seminar nurtures both intellectual and
social skills.
• Paideia Seminars occur 20-25% of instructional time.
• Assessment and evaluation of Paideia Seminars occurs
through pre and post seminar tools and processes
including self identified goals, discussion, and writing.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Research
Areas of Paideia results include:
• Student Motivation
• Teacher Development
• Student Achievement
• School Culture
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part III: Defining the Socratic
Seminar
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Socratic VS Paideia Seminar
Socratic Seminar is
perhaps the most widely
varied and commonly
known name for a class
discussion model in which
the teacher poses
questions concerning a
text or idea, and students
respond.
Mortimer J. Adler
Combined with coaching and
didactic teaching methods,
the Paideia Seminar is
viewed as a means for
increasing students'
understanding of ideas and
values. Paideia also
references the Socratic
Method as its source.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Socratic Seminar vs Paideia Seminar
Socratic Seminar
Paideia Seminar
• Most commonly known name for
a class discussion model in which
the teacher poses questions
concerning a text or idea, and
students respond.
• They focus on the analysis of a
text or topic…or not.
• Can be teacher centered or
student centered.
• Can use open ended questions or
closed questions
• Can or can not be highly
organized and structured
• is a collaborative, intellectual
dialogue, facilitated with open
ended questions about a text.
• Specifically teaches thinking
• Structured with a definitive
process.
• End goal is a deeper
understanding of ideas and
values, text, self, and others.
• Post Seminar Writing
• Part of a comprehensive process
designed to teach literacy and
life long learning skills.
The Seminar
The National Paideia
Center (circa 2001):
“…a collaborative,
intellectual dialogue
facilitated with
open-ended
questions about a
text.”
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Essential Question:
How do you define
thinking?
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Purpose of the Seminar
• The purpose of the Paideia seminar is to
increase understanding—understanding of the
textual ideas and values, as well as an
understanding of self and others.
• “…seminars are designed to improve the
individual's ability to explain and manipulate
complex systems.”
• Practice the RWSL skills as defined by the
standards (Common Core, Essential, SCOS)
(Thinking is Literacy, Literacy Thinking. Educational Leadership, 2008.)
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Desired Outcomes for the Seminar
1.
2.
3.
4.
5.
higher order thinking skills
cross-curricular connections
increased reading comprehension
practice formative assessment
21st century, Common Core ready
Instruction
6. increasing understanding in Text, Ideas
and Values, and the Self and Others
7. reinforcing and refining R,W,S,L skills
8. reinforcing and refining social skills
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
First a Little Folklore
• Why is there a seminar
named after Socrates?
• Why did questioning
ultimately get Socrates
sentenced to death?
• What were Socrates’
last words?
NRMPS CO Paideia/Seminar Training, Oct 2012
Answers
The Agora
1. Socrates was seeking answers to the bigger
questions.
2. Socrates’ original pupils were quick learners.
3. “I drank what?????”
NRMPS CO Paideia/Seminar Training, Oct 2012
The Best for All
“The best education for the best is the best
education for all.”
~Horace Mann
Q: How does the Seminar access higher
level thinking?
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
The Revised Bloom’s (RBT) Taxonomy Table
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
Knowledge
B.
CONCEPTUAL
Knowledge
C.
PROCEDURAL
Knowledge
D.
METACOGNITIVE
Knowledge
KNOW
UNDERSTAND
DO
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part IV: Planning a Seminar
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Planning Seminar Objectives
• Students will practice intellectual skills
by analyzing the ideas and values in the
text.
• Students will support and practice
collaborative discourse.
• Students will listen actively and respond
respectfully.
• Students will set goals and reflect on
dialogue.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Other Things to Consider
• Is this seminar primarily about helping
students master the process (that is to
practice the “social” skills necessary to
engage in civil dialogue?)
• Which standards do you intend for the
seminar to facilitate mastery? (Know?
Understand? Do?)
• Frequency of seminars—how often?
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
7 Step Seminar Planning
Sequence
1.
2.
3.
4.
5.
6.
7.
Clarify the CCSS/targets/objectives
Indentify the ideas and/or values
Select the text
Develop the questions
Construct the pre- and post-content
Establish the pre- and post- process
Reflect
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Components of the Seminar
1.
2.
3.
4.
Text
Questions
Facilitation
Participation
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Selecting Texts
PSA:
Curriculum is your road map!!!
• Complexity and Curricular Relevance
• Ideas and Values (apply the
conceptual lenses)
• Degree of Challenge
• Ambiguity
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Component 1: Text Selection
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
books articles essays paragraphs
photos
paintings
sculptures
raw data primary sources documents
journals letters
maps
charts
graphs word problems
interviews
speeches
diagrams
models
music editorials political cartoons
laws pamphlets
technical plans
art digital creations blue prints
memoirs
schematic drawings
recipes
film
compound equations symbols
Selecting Texts
• A Paideia Seminar text is a tangible item
or document appropriate for participants’
current level of intellectual and social
development.
• It is important that the text is “tangible”
for common reference.
• Texts can vary widely in form or type
from print to non-print, and traditional
and nontraditional.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
“The first [feature of a classic] is
thickness, referring not to the
width of the book, but rather to the
density of its discourse. Much is
going on in every paragraph.”
~Jaques Barzun
Text Structure, Organization, and
Orientation
• THIS IS IMPORTANT
1.When possible, provide text(s) that
students can write on and personalize
(even if in pencil to be erased later)
2.As a part of the seminar cycle (preferably
pre seminar) have students number the
lines, paragraphs, sections etc.
3.Why?
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Reader and Task
Reader variables (such as motivation, knowledge and experiences) and
task variables (such as purpose and the complexity generated by the task
assigned and the questions posed).
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part V: OUR Seminar
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part VI: Post Seminar Discussion
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Post Seminar Discussion
• Time to “talk about our talk”…
• Take 5 mins to review your seminar goals
and reflective writing. Is there anything
you would like to add to your reflection?
• Drop/Walk/Talk
• Group debrief
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Component 2: Seminar
Questions
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Seminar Questions
• Seminar questions should be open-ended.
• “Open-ended” questions elicit many
correct responses.
• Seminar questions are designed to elicit
student thinking.
• Seminar questions should be clear.
• Participants should understand what is
being asked.
• Often, clarity comes with simplicity and a
few words.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Types of Seminar Questions:
• Opening—get participants to identify the
main ideas in a text.
• Core Questions—have participants
closely analyzing the details of the text.
• Closing Questions—get participants to
personalize and apply the ideas.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Something to Think About:
Often (maybe always) the best
and most important questions
you ask in a seminar are NOT the
questions you write. Rather, they
are the unplanned questions that
arise out of the participants
dialogue.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Remember:
•Open-ended
•Thought provoking
•Clear
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Practice Writing Seminar
Questions:
For the text of your choice, write 3-4
questions:
• 1 opening question
• 1-2 core questions
• 1 closing question
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Remember:
•Open-ended
•Thought provoking
•Clear
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part VII: Components 3 & 4
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Component 3: Seminar
Facilitation
The teacher, facilitator,
seminar leader is considered
the “first among equals in a
joint effort to reach a goal
that is shared by all.”
~Adler, 1984
Role of the Facilitator
• Nurture the inclusiveness and depth
of the dialogue.
• Goal is to have participants
experience increased
understanding of the self, text, and
others.
• Adler calls it “priming the pump” of
discussion.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Responsibility of the Seminar Facilitator
• Map the seminar.
• Listen actively to each
participant.
• Think in an effort to
nurture the depth and
diversity of points of view.
• Question participants in
order to nurture increased
understanding.
• Limit teacher talk and
increase participant talk.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
“Understanding is more
stimulated than learned. It
grows from questioning
oneself and being
questioned by others.”
(Sizer, 1984)
Component 4: Seminar Participation
A seminar participant is
expected to:
1. engage in the dialogue
process.
2. be consistently challenged
to expand and refine his or
her participation skills.
3. be held to high
expectations and a
specific set of ground rules
4. Set goals and work to
achieve those goals.
Seminar Ground Rules
• Listen
• Speak
• Think
• Refer to text
• Address others respectfully
• “Are there any rules that
you would like to add?”
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part VIII: Seminar Cycle
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
The Paideia Seminar Cycle
The seminar can be viewed
as a 5 stage cycle:
1.
2.
3.
4.
5.
Pre-seminar content activities
Pre-seminar process activities
Formal seminar dialogue
Post seminar process activities
Post seminar content activities
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
1. Pre-Seminar Content
• Provide prep of the
textual content.
• Close reading or
studying of text.
• Coach students to use
good reading
strategies.
• Take notes.
• Note questions.
• Didactic “chunk”.
Assessment of
preparation
can include:
• Student notes
• Graphic organizers
• Preliminary questions
• Collaborative assessment
involving students and
teachers.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
2. Pre-Seminar Process
1.
2.
3.
4.
Analyzing curriculum
Selecting text(s)
Developing questions
Prepping students for thinking/talking about
text (See Script)
5. Reading or studying the text
6. Arranging for seating
7. Setting expectations for facilitator and
participants
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
2. Pre-Seminar Process
• Attention to process is
necessary to prep for
genuine dialogue.
• Take time to identify the
roles and expectations of
both parties.
• Establish ground rules.
• Select group and/or
individual goals.
• Assessment starts before
the seminar.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
3. Formal Seminar Dialogue
• The Paideia Seminar is an intellectual,
collaborative dialogue facilitated with
open-ended questions about a text.
• Dialogue includes some teacher talk that
allows for more student participation.
• Less teacher talk sets the stage for a safe
place to take intellectual and social risks.
• Creation of a safe environment is essential
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Post-Seminar Process
• Post-seminar process
work is aimed at true
self-assessment of the
dialogue.
• Post-seminar content
activities are aimed at
applying the ideas and
values in a meaningful
way.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Post-Seminar Process
“Process” is the time when all assess the
dialogue process.
• Process often takes the form of group
discussion designed to:
1. Review successes.
2. Review areas for future improvement in
following ground rules.
3. Assessing facilitation.
4. Writing time for facilitator and
individuals to reflect individually.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Post-Seminar Content
• Content is the extension and application
of the seminar text and dialogue ideas,
concepts and values into the lives and
course work of the participants.
• Directions to an assignment/activity
• Coaching students as they apply ideas
and values in a variety of ways.
NOTE: Writing should always be a part of
post-seminar content.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Post-Seminar Content
•
•
•
•
Writing activity
Constructing a model
Map making
Other manual
applications
• A combination of
activities
• Assessing/evaluating
for grading occurs in
this area.
• Evaluating during the
actual event is
discouraged.
• This will decrease the
quality of the
interaction.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Assessing Seminars
Assessment and evaluation of Paideia
seminars should be a collaborative,
continuous process focused on
developing good thinking and
communication skills over time.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Assessing/Grading Seminars
Seminar Maps
PostSeminar
Writing
Assignment
Use these
pieces of data
to triangulate a
seminar grade
at the end of a
marking
period.
Seminar
Participant
Reflections
Assessing/Grading Seminars
Before Seminar:
Identify target
speaking, listening and
thinking skills.
During Seminar:
Practice target
skills.
After Seminar:
Assess performance of
targeted skills.
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Assessing/Grading Seminars
• Pre/Post Content 40%
Marking texts, writing, graphic organizers,
notes, etc.
• Pre/Post Process 40%
Self Evaluation and goal setting, postseminar discussion, Seminar Behaviors
rubric/checklist
• Seminar Map 20%
NRMPS CO Paideia/Seminar Training, Oct 2012
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Strategies for Improving Seminars
• Use round-robin responses—to generate
ideas and improve participation
• Use paired discussion—to increase talk
time and talk turns by reluctant
participants.
• Use individual writing—to improve the
quality of the responses to seminar
questions.
• Start the thinking by focusing on THEME
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Part XI: Implementing
National Paideia Website: www.paideia.org
– For teachers
– Classroom materials to download
• Bob Alexander SAS website:
http://websites.pdesas.org/ralexander/default.aspx
•Learn NC Paideia Seminar Manual Online:
http://www.learnnc.org/lp/editions/paideia/contents
•Learn NC: The Socratic Seminar
http://www.learnnc.org/lp/pages/4994?ref=search
•Research on the National Paideia site:
http://www.paideia.org/for-principals/research/
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
1.0 CEU Requirements
• Direct Contact hours (6 hours)
• Planning and Facilitating a Seminar (2.5 hours)
• An additional 1.5 hours including:
 Completed Seminar Plan
 Completed Seminar Leader Reflection
 Sample Participant Reflections
 Seminar Map
Other Suggestions:
Video your seminars
• Consider grade and content specific seminar planning and
writing assignments.
• Invite colleagues to observe your seminars
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Sources
• Adler, Mortimer J. The Paideia Program: An
Educational Syllabus. New York, Macmillan, 1984.
• Anderson, Lorin. Presentation 2 for PaTTAN
Expository Writing Institute. October 25, 2010.
• Roberts, Terry and Laura Billings. Teaching Critical
Thinking: Using Seminars for 21st Century Literacy.
Larchmont, NY. Eye on Education, Inc., 2012.
• The Paideia Seminar: Active Thinking Through
Dialogue in the Secondary Grades, 2nd ed., The
National Paideia Center, 2008.
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013
Contact Information
Bob Alexander, MAEd., NBCT
6-12 ELA Educational Specialist
Paideia National Faculty
Email:
rpalexander@nrms.k12.nc.us
Phone:
252.412.7015
NRMPS Paideia/Seminar Training/RMHS Math/Health and PE, Oct 2013