Socratic Seminar Circles: SWIRLing Toward 21st Century Skills

WHAT are Socratic Circles? The Socratic seminar is a formal discussion, based on a text, in which the leader asks openended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others.

Interacting Writing Reading Speaking 21 st Century Skills Listening WHAT is SWIRL?

WHAT are 21 st Century Skills? Kansas City, Kansas School District defines its 21 st Century Literacy standards as citizenship curiosity creativity communication critical thinking/problem solving compassion composure collaboration

WHY Socratic Circles: The Effects SWIRL (Speaking Writing Interacting Reading Listening) Students aren t bored Increased self-perception and awareness Cultural understanding Cooperating with each other Problem solving Critically thinking Independence Soft skills Source: Pihlgren, Ann S. Thoughtful Dialogues and Socratic Seminars. Rep. Ignite Research, Oct. 2014. Web. 13 June 2016.

OW can I effectively structure Socratic seminar to engage students?

HOW: The Research Top Ten Create a cooperative culture: Norms, rules, structure Scaffolding (Ultimate goal: completely student-led) Give students a way to read the text (annotate, close read) Model annotation of the text Discussion before reading the text Pair Socratic seminar with supportive activities before AND after End with a written reflection Make time for independent reflection and analysis Read the text several times: not on the same day Feel free to use photos, pictures, songs, video clips, etc. instead of text Source: Pihlgren, Ann S. Thoughtful Dialogues and Socratic Seminars. Rep. Ignite Research, Oct. 2014. Web. 13 June 2016.

BEFORE Socratic Circles Anticipatory set Personal, thematic question Close Reading, Annotating, and Analysis Reading the piece three times Pre-Socratic Whole Class Quick Share Out Pre-Socratic Writing

BEFORE Socratic Circles Anticipatory set Personal, thematic question Close Reading, Annotating, and Analysis Reading the piece three times Pre-Socratic Writing Pre-Socratic Whole Class Quick Share Out

BEFORE Socratic Circles Anticipatory set Personal, thematic question Think Write Pair Share Share with the class (kinesthetically)

BEFORE Socratic Circles Close Reading, Annotating, and Analysis 1 st :Teacher will read the piece aloud for flow while students follow along AND circle unknown words Define unknown words 2 nd : Student volunteers read aloud while students continue to annotate by underlining three interesting pieces/connections 3 rd : Students read it silently and independently to analyze it by writing Examples depending on the text: Explain 1 of your 3 personal connections in a paragraph Write at least 3 questions you have about the text Explain 1 thing you agree /disagree with in the text and why Explain something you like/dislike about the text and why Shoulder partner share This usually leads into a natural conversation

Workshop Participation Piece Reflection question: Is love different from friendship? Explain your answer. No more than 3 minutes to think, write, and share with a shoulder partner.

Workshop Participation Piece Kinesthetic Full Class Share Out: Stand if you think that love and friendship are the same. Keep standing if you want to explain your answer. Stand if you think that love and friendship are different. Keep standing if you want to explain your answer. Stand if you re somewhere in the middle. Keep standing if you want to explain your answer.

Workshop Participation Piece Close Read: 1: Mrs. Buck will read it for flow. Everyone should circle all unknown/unfamiliar words. We will have time to define them. 2: Student volunteers will read. Everyone should underline at least 3 interesting parts/ personal connections We will take 3 minutes to write out 3 questions about the text. Work with your partner(s) and be ready for a kinesthetic share out of ONE of your questions.

Workshop Participation Piece For our third read, re-read the piece silently on your own AND answer one of the prompts below. Write a 75-word paragraph that explains one of your personal connections Write a 75-word paragraph explaining 1 thing you like about the text and why Write a 75-word paragraph explaining 1 thing you dislike about the text and why

Workshop Participation Piece I really like the part of the text that says you could be in love with someone who doesn t reciprocate your feeling, but it is incoherent to say that one has a nonreciprocal friendship. This section kind of rocked my world because, to me, it perfectly explains the difference between love and friendship. True friendship has to be a two-way street. It kind of makes me feel good to think that when I call someone a friend and when they label me as a friend, that I share a genuine bond with that other person. (95 words)

Workshop Participation Piece Share your writing with a partner. Feel free to read it to them, or to let them read it for themselves. Write one question or one positive comment on your partner s paper.

Workshop Participation Piece Poetry Summary Choose one line from the piece that is the most interesting to you. Choose one word from the piece that you feel is important Choose one word that you think summarizes the poem SHOW VIDEO

BEFORE Socratic Circles Pre-Socratic Whole Class Share Out 1 Phrase, 1 Word VIDEO EXAMPLE

DURING Socratic Circles Re-read the text independently and silently One-Sentence Review Review Norms Review Conversation Starters Class Discussion / Socratic seminar Inside/Outside circles, 2 sessions

One Sentence Review What is your opinion / your thoughts / your feelings about the piece from last time? Write at least a sentence.

NORMS Speak so that all can hear you. Listen closely. Speak without raising hands. Talk to each other and NOT Mrs. Buck. Refer to the text. Allow others to speak. Consider all viewpoints and ideas. Know that YOU are responsible for the quality of the seminar. Understand that this is NOT a debate.

WHAT ARE YOU TRYING TO DO? Comment On The Piece I feel I believe When I read the part that said it made me think In my opinion I think

WHAT ARE YOU TRYING TO DO? Pose A Question (Person s Name), can you explain what you mean? I did not understand (Person s Name), could you repeat that please? When you said (their comment), did you mean (paraphrase what you think they said) Can you say more about that? Couldn t it also be that?

WHAT ARE YOU TRYING TO DO? Respond To Another s Comment I agree with what you said because I disagree with what you said because I d like to add After listening to what you said, I think Your comment of made me think

INSIDE AND OUTSIDE CIRCLES Inside Circle Full SWIRL Outside Circle W & L only Back Channeling TodaysMeet.com BackChannelChat.com Tackk.com Fire Seat Switch Places for a second round of discussion

AFTER Socratic Circles Reflection Writing Self-Evaluation of their SWIRL

AFTER Socratic Circles At first I was thinking now I m thinking because

STUDENT SAMPLES

SWIRL SELF-EVALUATION Directions: Put a check mark next to everything you accomplished during this week s Socratic Seminar lessons. Speaking I spoke voluntarily at least twice I spoke loud and clear My comments concerned the text, questions, or other s statements Writing I wrote a clarifying question about the text I wrote personal connections about the text I wrote answers to all questions about the text

SWIRL SELF-EVALUATION Interacting I used other people s names I showed respect to others in my comments I showed respect to others in my conduct Reading I followed along when Mrs. Buck read for flow I annotated the text I read the text on my own Listening I looked at the person speaking I didn t talk when someone else talked I politely asked if I couldn t hear or understand someone s comments What will you do to improve your performance next week?

So What? students are gaining deeper understanding of literature and heightened interest in reading and writing. They are learning to think critically and to respect the opinions of their peers. Source: Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. Portland, Me.: Stenhouse, 2005. Print.

We spend the first year of a child's life teaching it to walk and talk and the rest of its life to shut up and sit down. There's something wrong there. ~Neil degrasse Tyson, astrophysicist

RESOURCES Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. Portland, Me.: Stenhouse, 2005. Print. Cuny, Casey. "What Is the Value of Life? and Other Socratic Questions." Educational Leadership 72.3 (2014): 54-58. Academic Search Complete [EBSCO]. Web. 15 June 2016. Pihlgren, Ann S. Thoughtful Dialogues and Socratic Seminars. Rep. Ignite Research, Oct. 2014. Web. 13 June 2016.