Socratically Speaking: Using Academic Language

Subject Area and Grade Span: Any Subject, Grades 3-12

What it is:

Socratically Speaking gives students an opportunity to use academic language in structured classroom discourse. The strategy helps students understand information by creating collaborative dialogue relating to a specific text. By engaging in Socratic discourse, participants are working collaboratively to seek deeper understanding of complex ideas rather than simply memorizing bits of information. Utilizing this strategy with students around a chosen piece of text will engage, motivate, and refine students’ ability to listen, think critically, and become more skilled in using academic language as they refer to the text to articulate their ideas, beliefs, and points of view.

What it looks like:

• Select a text that seminar participants will read. A piece of text can be drawn from readings in literature, history, science, math, health, or from works of art or music. Remember, a good text raises important questions in the participants' minds, questions for which there are no right or wrong answers.

• Select a leader. In a Socratic seminar, the leader plays a dual role as leader and participant. The seminar leader consciously demonstrates habits of mind that lead to a thoughtful exploration of the ideas in the text by keeping the discussion focused on the text, asking follow-up questions, helping participants clarify their positions when arguments become confused, and involving reluctant participants while restraining their more vocal peers. For this reason, the leader must know the text well to anticipate varied interpretations and be flexible enough to help participants explore different and unexpected insights.

• Pose a question. After the reading, a Socratic seminar usually opens with a question either posed by the leader or solicited from participants as they acquire more experience in seminars. An opening question has no right answer; instead it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved.

Things to consider for student participants:

• Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text.
• If you are confused, ask for help or clarification.
• Stick to the point currently under discussion; but make notes about ideas you’d like to come back to.
• Listen carefully and take turns speaking. Don't raise hands.
• Speak up so that all can hear you and speak to each other, not just the leader.
• Discuss ideas rather than each other's opinions and cite reasons and evidence for your statements.

Things to consider for the teacher:

• First time users of this strategy may find it helpful to model the use of this strategy with participants numerous times. The role of “leader” should be modeled by the teacher in order for students to fully understand the responsibilities and take on this role.
• Provide sentence stems to promote use of academic language during discourse.
• While conducting the Socratic process, take advantage of opportunities to reflect upon and discuss features throughout the process.
• Expose students to multiple opportunities to master the Socratic seminar.
• When applicable, draw connections between concepts presented and connect discussion to further research, writing, and project activities to further refine understanding.

References:
San Diego County Office of Education. The socratic vision.
The document gives a nice overview of the features of Socratic seminar: The Socratic Vision (application/pdf).

Maryland County Public Schools. Socratic seminars. Retrieved July 9, 2007 from http://www.mcps.k12.md.us/ (outside link) .
This site provides background information and features of a Socratic seminar related through a question and answer format for easy reading.

Maxlow, James. Retrieved July 9, 2007 from http://www.maxlow.net/avid/socsem/socraticseminaroverview.html (outside link) .
Information provided by a classroom teacher gives tips for implementation of Socratic Seminars.