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Structured Conversations
Breakout
Critical Reading
1
*Socratic Seminar
*Philosophical
Chairs
RIMS AVID 2010-2011
Introduction
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Mark McGuffee
Colton Middle School
AVID 7, W. History 7
Proud daddy of 3mo. old
Sophia Bella
mrmcguffee@yahoo.com
909.580.3647
Breakout Session Goals
Familiarize participants with 2 forms
of Structured Discussions through
explanation, experience, and
reflection.
 Make applications to our real work.
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Where Does This Fit?
Rigor -- Resembles college setting and
develops skills highly valued @ the
college level.
 Writing -- Before, During, After!
 Inquiry -- Questions drive the whole thing.
 Collaboration -- Learn to speak and listen
for understanding.
 Reading -- Critical Reading materials.
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Philosophical Chairs
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A type of structured discussion that provides a
sort-of informal debate format.
Visual element related to the changing of
ideas. You can see how your argument affects
your classmates.
Very flexible. (Time allocation, use)
Before and After
Reflection
Quickwrite
Are people good because they want to be, or are
they good because they are afraid of being bad?
In other words, are good people good because
they choose to be, or are they good because
they don’t want to get caught doing bad things?
Let’s do a quick vote on this monumental
question.
Discussion Topic
Are people naturally competitive or
cooperative?
Jot down your thoughts.
Occasions For Philosophical
Chairs Discussions
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Anticipatory Set/Introduce a unit or lesson
Introduce themes/essential questions
Check for prior belief/knowledge
“Talk-back” to texts or content
Fresh air in a class period (writing, moving,
and talking…the holy trinity of 7th grade)
?
AVID Socratic Seminar
Background on Socrates and
His Teaching Method
 Considered the ugliest man in
Athens. Heroic soldier.
 Walked around Athens, engaging
people in conversation. Loved to talk.
 Never wrote a word of his teachings
down.
 Claimed ignorance, then used
questioning to tease out his opponent’s
ignorance.
“The unexamined life
is not worth living.”
-- Socrates
4 Basic Socratic Principles
1. The unexamined life is not worth living.
2. True wisdom begins when you know that you
don’t know.
3. Excellence/virtue (ἀρετή, arete) is teachable.
4. No one does evil willingly….because to do harm
to another harms ourselves (soul, being, chances
for living the good life).
Claimed ignorance, then used questioning to tease
out his opponent’s ignorance.
An Opportunity For
Philosophical Chairs
Reconsider these 4 Socratic Precepts.
Which are the most controversial?
1. The unexamined life is not worth living.
2. True wisdom begins when you know that you don’t know.
3. Excellence/virtue (ἀρετή, arete) is teachable.
4. No one does evil willingly….because to do harm to
another harms ourselves (soul, being, chances for living
the good life).
Nuts and Bolts
1.
2.
3.
4.
5.
6.
7.
8.
The purpose is to enlarge students’ understanding of a text,
ideas, and values.
Teach the skill of listening to understand (to others and the text)
Set up the “classroom” in a circle.
Read the text aloud.
Students formulate questions.
Each participant shares a question, then facilitator chooses where
to begin the discussion.
Finish with a piece of writing that causes students to reflect
on/respond to their enlarged view concerning the content of the
text and discussion.
Powerful when connected to a clearly articulated reading purpose
and when preceded by deep reading of text using AVID Critical
Reading methods (Marking, Pausing to Connect, Writing in the
Margins, Summarizing, Charting).
Socratic Seminar Basics
• Take out _____________________________.
• Read carefully and mark the text in a manner
appropriate with the reading purpose.
• Write 1-2 questions for discussion.
1) Speak clearly to the whole group.
2) Allow a speaker to finish his or her
thought….paraphrase before making comments.
3) Give others your respect.
Finish the Sentence…
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What is the “essence” of Americans?
Finish the Sentence
Essentially, Americans are _____________
Share at your table.
In the Spirit of Critical
Reading…
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Read “Democracy in America”
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Use the “Marking the Text” Strategy
 1.
# the paragraphs
 2. Circle key terms
 3. Underline de Tocqueville’s claims
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Write 2-3 questions for discussion at the end
of your text.
Debrief the Seminar
On a post-it note:
What is something someone said that
intrigued you or caused you to think
differently. Include their name.
Share with the group.
Give to the person.
Debrief
Resources For Texts
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Touchstones (www.touchstones.org)
AVID Weekly (
Humanities Readers from College (I knew that
would come in handy!)
Primary Sources
Textbooks