When I do the socratic circle it is a small group of about 6 kids. The rest are observers. We rotate in the groups. The conversatons are often quite amazing. For the first time, I picked some of my most verbal kids, so as to model for the others. It went really well. I had them analyze a poem, stanza by stanza. I don't have it with me, but I researched some of the socratic circle protocols and presented it to students first. I remember it being pretty basic rules of conversation manners.
Socratic Seminar in done in a circle, for a few reasons:
In a circle, everyone (including you) is equal.
It allows everyone to face everyone.
It encourages more interaction.
Kids need to have read and written about the topic to be discussed prior to coming to the SS. In a lot of classrooms, their writing is their "ticket." Kids who didn't get the reading and writing done sit outside the circle and take notes, both on the discussion and how they think the seminar went. Generally, only kids who have earned the ticket are eligible to earn the credit for the Socratic Seminar.
You can encourage more equal participation by giving each participant a set number of index cards. When they wish to speak, they toss their card into the middle of the circle. Everyone must spend all their cards; no one can speak more times than they have cards. Encourages participation, discourages the silence strategy some kids pull. Drawback to this is that it's a somewhat artificial way to manage a conversation, but it's true that we have people who talk too much and people who don't talk enough, or worse, don't say anything.
It's really pretty easy to do, but it's also easy to make it hard, if that makes sense. You really can't do it wrong. The main thing is getting kids to discuss and debate and ask questions about controversial and thought-provoking topics, and to get them to articulate their thoughts clearly and to listen respectfully to others.
I'd take them out of the rows, though. Just coming in and seeing the desks in a circle ramps up their interest in what you're doing. You know, something different.
In a circle, everyone (including you) is equal.
It allows everyone to face everyone.
It encourages more interaction.
Kids need to have read and written about the topic to be discussed prior to coming to the SS. In a lot of classrooms, their writing is their "ticket." Kids who didn't get the reading and writing done sit outside the circle and take notes, both on the discussion and how they think the seminar went. Generally, only kids who have earned the ticket are eligible to earn the credit for the Socratic Seminar.
You can encourage more equal participation by giving each participant a set number of index cards. When they wish to speak, they toss their card into the middle of the circle. Everyone must spend all their cards; no one can speak more times than they have cards. Encourages participation, discourages the silence strategy some kids pull. Drawback to this is that it's a somewhat artificial way to manage a conversation, but it's true that we have people who talk too much and people who don't talk enough, or worse, don't say anything.
It's really pretty easy to do, but it's also easy to make it hard, if that makes sense. You really can't do it wrong. The main thing is getting kids to discuss and debate and ask questions about controversial and thought-provoking topics, and to get them to articulate their thoughts clearly and to listen respectfully to others.
I'd take them out of the rows, though. Just coming in and seeing the desks in a circle ramps up their interest in what you're doing. You know, something different.
The Socratic Ticket: (This must be completed to take part in the circle)
SOCRATIC SEMINAR
STUDENT’S READING AID
Read through the entire selection without stopping to think about any particular section. Pay attention to your first impression as to what the reading is about. Look for the main points and then go back and re-read it. Briefly answer the following:
Suggestions for Marking a Reading:
- Underline major points or forceful statements.
- Put vertical lines at the margin to emphasize a statement already underlined or a passage too long to be underlined.
- Put an (“) to emphasize major points.
- Put numbers in margin to indicate sequence of points.
- Put numbers of other pages where point is also mentioned.
- Circle key words or phrases.
- Write in the margin questions which come to mind.
I don't know if this should be called "Socratic" unless the kids both have to have a reason for their agreement or disagreement and have to follow up on the consequences of their thinking.
ReplyDeleteBy the way, for higher grade levels this would be a great way to introduce common fallacies (see, for example, http://www.nizkor.org/features/fallacies/).
I think this is an excellent way to focus a child's attention on what they're reading. This exercise makes them better readers.
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