How to Use the Socratic Method in the Classroom

Role of the Teacher

During Socratic questioning, the teacher is a model of critical thinking who respects
students' viewpoints, probes their understanding, and shows genuine interest in their
thinking. The teacher poses questions that are more meaningful than those a novice of a
given topic might develop on his or her own. The teacher creates and sustains an
intellectually stimulating classroom environment and acknowledges the value of the student
in that environment. In an intellectually open, safe, and demanding learning environment,
students will be challenged, yet comfortable in answering questions honestly and fully in
front of their peers.

Tips for the Teacher

 Plan significant questions that provide structure and direction to the lesson.
 Phrase the questions clearly and specifically.
 Wait Time: Maintain silence and wait at least 5 to 10 seconds for students to
respond.
 Keep the discussion focused.
 Follow up on students' responses and invite elaboration.
 Stimulate the discussion with probing questions.
 Periodically summarize (e.g., on blackboard or overhead projector) what has been
discussed.
 Draw as many students as possible into the discussion.
 Do not pose yes/no questions, as they do little to promote thinking or encourage
discussion.
 Do not pose questions that are vague, ambiguous, or beyond the level of the
students.
Further information on developing and guiding questioning.

Role of the Student

Before an exercise in thoughtful questioning, it is helpful if the teacher tells students
that they are expected to do the following:
 Participate when called upon.
 Answer questions as carefully and clearly as possible.
 Address the whole class so that everyone can hear their answers.
Be as succinct as possible in the interest of maximizing classroom time and
effectiveness.
General Examples of Socratic Questions
Socratic questions can be phrased in three general ways:
1. To explore a general aspect of course material.
"Describe different types of tectonic movement along plate boundaries."
2. To encourage creativity and brainstorming.
"Think of as many causes as possible for the origin of a large boulder found
perched upon a nearly flat plain that is underlain by a rock type different from
that of the boulder."
3. To focus attention on a specific problem.
"Compare the evidence used by scientists to support the idea of biological
evolution (or modern global warming) with that used by others who reject the
possibility of evolution (or global warming)."
Educational researchers refer to specific categories of questions, indicated below with
examples.

Questions of Clarification
 What is your main point?
 Can you give me an example?
 What is the source of that idea or information?
 Can you summarize what we discussed?
Questions that Probe Assumptions
 What are you assuming?
 How would you support your assumption?
Questions that Probe Reasons and Evidence
 What did you observe in the demonstration/experiment?
 What evidence supports your hypothesis?
Questions that Probe Implications and Consequences
 What effect would that have?
 What could you generalize from this observation?
 What does that remind you of?
 What do you predict will happen next?

Guiding Socratic Questioning

Example of Guiding Students to Better Answers and Greater
Understanding during Socratic Questioning
Note: This example differs from one given in the Geoscience Examples:
Hydrosphere/Cryosphere module, in that the first student response is incorrect, the student
continues to have difficulty answering questions, and the teacher must make more effort to
guide the student towards understanding. Only the beginning of the lesson is presented
here. A fuller version is given in the Geoscience Examples part of the module for Socratic
questioning.
The instructor/teacher is identified as T, and the student as S.

T. Imagine that it has been raining for 2 days in an area on the outskirts of Denver,
Colorado, during July. Total rainfall for the event is 2 inches. The nearly level terrain is
covered with wheat fields. What happens to the rain?

[Wait at least one minute to give students time to reflect, then call for students to raise
their hands if they have an answer. If not, choose and call on someone at random.]

S. It runs off the ground.

T. What are you assuming about the ground if you say that all of a 2-inch rainfall runs off a
wheat field?

[No answer from the student. Student looks perplexed. Teacher poses the question in
slightly different way.]

T. Are you assuming that the ground is like a sponge that soaks up the water, or a counter
top from which water runs off?

S. That the ground is like a counter top.

T. Can you give one or more reasons for why your assumption might be valid?

S. No. Not really. I guess it wouldn't be like a counter top, though.

T. Why not?

S. Well, the counter top is solid and hard, and the ground isn't.

T. I could argue that the ground is solid (it's not liquid or gas, right?), and it is hard, just
like the counter top. Something else must be different from a counter top. What else is
different? Imagine that you're the farmer digging up the soil after a Fall harvest. What does
the ground look like?

S. It's dirt.

T. And how is dirt different than a counter top?

S. It's crumbly, and loose.

T. Can a pile of dirt, which consists of "crumbs" that actually are small pieces of mineral and
organic matter, absorb water? And if so, how does it do so?

S. Yes, it could absorb water I think. Water can fill the spaces between the crumbs.

T. So the ground is actually porous and permeable if it consists of loose dirt rather than
solid rock. Going back to our original question then, what would happen to the 2 inches of
rainfall?

S. It could soak into the ground.

T. And what if it kept raining and raining, for days and days? Would the dirt be able to keep
soaking up more and more water?

S. I guess that the holes would fill up with water. [Teacher pauses to wait for more
response from the student.] So, I guess that eventually the water would run off, like the
counter top.

Background
The Socratic method of teaching is based on Socrates' theory that it is more important to
enable students to think for themselves than to merely fill their heads with "right" answers.
Therefore, he regularly engaged his pupils in dialogues by responding to their questions
with questions, instead of answers. This process encourages divergent thinking rather than
convergent.

Students are given opportunities to "examine" a common piece of text, whether it is in the
form of a novel, poem, art print, or piece of music. After "reading" the common text "like a
love letter", open-ended questions are posed.

Open-ended questions allow students to think critically, analyze multiple meanings in text,
and express ideas with clarity and confidence. After all, a certain degree of emotional safety
is felt by participants when they understand that this format is based on dialogue and not
discussion/debate.

Dialogue is exploratory and involves the suspension of biases and prejudices.

Discussion/debate is a transfer of information designed to win an argument and bring
closure. Americans are great at discussion/debate. We do not dialogue well. However, once
teachers and students learn to dialogue, they find that the ability to ask meaningful
questions that stimulate thoughtful interchanges of ideas is more important than "the
answer."

Participants in a Socratic Seminar respond to one another with respect by carefully listening
instead of interrupting. Students are encouraged to "paraphrase" essential elements of
another's ideas before responding, either in support of or in disagreement. Members of the
dialogue look each other in the "eyes" and use each other names. This simple act of
socialization reinforces appropriate behaviors and promotes team building.

Pre-Seminar Question-Writing:
Before you come to a Socratic Seminar class, please read the assigned text
(novel section, poem, essay, article, etc.) and write at least one question in each
of the following categories:

WORLD CONNECTION QUESTION:

Write a question connecting the text to the real world.

Example: If you were given only 24 hours to pack your most precious
belongings in a back pack and to get ready to leave your home town, what
might you pack? (After reading the first 30 pages of NIGHT).

CLOSE-ENDED QUESTION:
Write a question about the text that will help everyone in the
class come to an agreement about events or characters in the text. This
question usually has a "correct" answer.

Example: What happened to Hester Pyrnne's husband that she was

left alone in Boston without family? (after the first 4 chapters of THE
SCARLET LETTER).

OPEN-ENDED QUESTION:
Write an insightful question about the text that will require proof
and group discussion and "construction of logic" to discover or explore the
answer to the question.

Example: Why did Gene hesitate to reveal the truth about the
accident to Finny that first day in the infirmary? (after mid-point of A
SEPARATE PEACE).

UNIVERSAL THEME/ CORE QUESTION:

Write a question dealing with a theme(s) of the text that will
encourage group discussion about the universality of the text.

Example: After reading John Gardner's GRENDEL, can you pick out its
existential elements?
LITERARY ANALYSIS QUESTION: Write a question dealing with HOW an author
chose to compose a literary piece. How did the author manipulate point of
view, characterization, poetic form, archetypal hero patterns, for example?

Example: In MAMA FLORA'S FAMILY, why is it important that the

story is told through flashback?

Guidelines for Participants in a Socratic Seminar

1. 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.

2. It's OK to "pass" when asked to contribute.

3. Do not participate if you are not prepared. A seminar should not be a

bull session.

4. Do not stay confused; ask for clarification.

5. Stick to the point currently under discussion; make notes about ideas
you want to come back to.

6. Don't raise hands; take turns speaking.

7. Listen carefully.

8. Speak up so that all can hear you.

9. Talk to each other, not just to the leader or teacher.

10. Discuss ideas rather than each other's opinions.

11. You are responsible for the seminar, even if you don't know it or admit it.

Expectations of Participants in a Socratic Seminar

When I am evaluating your Socratic Seminar participation, I ask the

following questions about participants. Did they….

Speak loudly and clearly?

Cite reasons and evidence for their statements?
Use the text to find support?
Listen to others respectfully?
Stick with the subject?
Talk to each other, not just to the leader?
 Paraphrase accurately?
Ask for help to clear up confusion?
Support each other?
Avoid hostile exchanges?
Question others in a civil manner?
Seem prepared?

What is the difference between dialogue and debate?

 Dialogue is collaborative: multiple sides work toward shared understanding.

Debate is oppositional: two opposing sides try to prove each other wrong.
 In dialogue, one listens to understand, to make meaning, and to find common
ground.
In debate, one listens to find flaws, to spot differences, and to counter arguments.
 Dialogue enlarges and possibly changes a participant's point of view.
Debate defends assumptions as truth.
 Dialogue creates an open-minded attitude: an openness to being wrong and an
openness to change.
Debate creates a close-minded attitude, a determination to be right.
 In dialogue, one submits one's best thinking, expecting that other people's
reflections will help improve it rather than threaten it.
In debate, one submits one's best thinking and defends it against challenge to show
that it is right.
 Dialogue calls for temporarily suspending one's beliefs.
Debate calls for investing wholeheartedly in one's beliefs.
 In dialogue, one searches for strengths in all positions.
In debate, one searches for weaknesses in the other position.
 Dialogue respects all the other participants and seeks not to alienate or offend.
Debate rebuts contrary positions and may belittle or deprecate other participants.
 Dialogue assumes that many people have pieces of answers and that cooperation
can lead to a greater understanding.
Debate assumes a single right answer that somebody already has.
 Dialogue remains open-ended.
Debate demands a conclusion.

Dialogue is characterized by:

 suspending judgment
 examining our own work without defensiveness
 exposing our reasoning and looking for limits to it
 communicating our underlying assumptions
 exploring viewpoints more broadly and deeply
 being open to disconfirming data
 approaching someone who sees a problem differently not as an adversary, but as a
colleague in common pursuit of better solution.
 Socratic Seminar: Participant Rubric

Participant offers enough solid analysis, without prompting,

A Level Participant to move the conversation forward

Participant, through her comments, demonstrates a deep

knowledge of the text and the question

Participant has come to the seminar prepared, with notes

and
a marked/annotated text

Participant, through her comments, shows that she is

actively
listening to other participants

Participant offers clarification and/or follow-up that extends

the conversation

Participant’s remarks often refer back to specific parts of the

text.

B Level Participant
Participant offers solid analysis without prompting

Through comments, participant demonstrates a good

knowledge of the text and the question

Participant has come to the seminar prepared, with notes

and
a marked/annotated text

Participant shows that he/she is actively listening to others

and offers clarification and/or follow-up

C Level Participant Participant offers some analysis, but needs prompting from
the
seminar leader

Through comments, participant demonstrates a general

 knowledge of the text and question

Participant is less prepared, with few notes and no

marked/annotated text

Participant is actively listening to others, but does not offer

clarification and/or follow-up to others’ comments

Participant relies more upon his or her opinion, and less on

the text to drive her comments

D or F Level Participant Participant offers little commentary

Participant comes to the seminar ill-prepared with little

understanding of the text and question

Participant does not listen to others, offers no commentary to

further the discussion

Participant distracts the group by interrupting other speakers

or
by offering off topic questions and comments.

Participant ignores the discussion and its participants

Socratic Seminars
Ground Rules
1. Speak so that all can hear you.
2. Listen closely.
3. Speak without raising hands.
4. Refer to the text.
5. Talk to each other, not just to
the leader.
6. Ask for clarification. Don’t stay
confused.
7. Invite and allow others to
speak.
8. Consider all viewpoints and ideas.
9. Know that you are responsible
for the quality of the seminar.

How to Create and Use Socratic Seminars

Table of Contents
Definition of Socratic Seminars
Purpose of Socratic Seminars
Advantages of Socratic Seminars
Steps for Socratic Seminars
Rules and Roles for Socratic Seminars
Management Tips for Socratic Seminars
Options for Assessing and Evaluating Student Work in Socratic Seminars
Bibliography

Definition of Socratic Seminars

A Socratic Seminar is a scholarly discussion of an essential question in which student opinions
are shared, proven, refuted, and refined through dialogue with other students. In classes of more
than fifteen students, the fishbowl format for Socratic seminars should be used. In this format,
the teacher or seminar leader facilitates the discussion. Only half the class, seated in an inner
circle, participates in the discussion at one time. The other half of the class, seated in an outer
circle, consists of the students who act as observers and coaches. Every student's participation is
graded.

Purpose of Socratic Seminars

In a Socratic Seminar, participants seek to answer an essential question and gain deeper
understanding of laws, ideas, issues, values, and/or principles presented in a text or texts through
rigorous and thoughtful dialogue

Advantages of Socratic Seminars

 Provides opportunities for critical readings of texts
 Teaches respect for diverse ideas, people, and practices
 Enhances students' knowledge and research base
 Creates a community of inquiry
 Develops critical thinking, problem solving, speaking, and listening skills
 Clarifies one's ideas, ethics and values
 Maximizes student participation
 Encourages divergent thinking

Steps for Socratic Seminars

Preparation:

 Prior to the discussion, the teacher will select an appropriate text. The
text must be complex and rich in ideas that promote thinking and
discussion. Readings in literature, history, science, math, health, and
philosophy or works of art or music may be used.
 All students will read the text prior to the discusssion.
 The teacher will develop the essential or opening question for the
discussion. An effective opening question arises from genuine curiosity
on the part of the teacher and/or the participants, has no single “right”
answer, is framed to generate dialogue leading to greater understanding
of the ideas in the text, and can best be answered by reference to the
text.
 The teacher may share all possible discussion questions with students
before the seminar or the teacher may share only one question before
the seminar starts, depending on the length of the text, complexity of
the discussion question(s) and ideas presented in the text, and the time
allotted for the discussion.
 Prior to the discussion, the teacher must provide adequate time for all
students to record the essential question, develop their answer, and
identify support for the answer.

Pre-Conference:
 Prior to the seminar, the teacher will determine which students will be inner circle
participants and will assign each participant a coach from the outer circle. The
teacher should consider students’ thinking, listening, speaking, and reading skills
when pairing students.
 Just before the seminar each participant and his or her coach will meet for a pre-
conference to discuss the participant's goals for the discussion. The teacher may
allow a few minutes of informal discussion between participants and their coaches
in order to build some confidence in the participant’s ideas before the seminar.

Seminar:

 Students sit in one of two circles (inner circle for participants, outer circle for
coaches).
 Teacher poses the essential or opening question.
 The teacher may need to ask follow up questions to lead the participants to greater
understanding of the text.
 Students respond to the question orally or in writing.
  Teacher facilitates the seminar discussion by guiding students to a deeper and
clarified consideration of the ideas of the text, a respect for varying points of view,
and adherence to and respect for the seminar process.
 Students cite evidence from the text, ask questions, speak, listen, make connections,
and add insight or new knowledge to discuss their point of view in regards to the
opening question.
 Teacher takes notes for evaluative purposes but provides no verbal or nonverbal
feedback that either affirms or challenges what the students say. The teacher may
ask follow-up questions; however, teacher questions are used sparingly and
deliberately.
 When satisfied that the opening question has been thoroughly explored, the teacher
asks one or more additional questions to examine central points of the text.
 Students may pose new questions when the discussion is exhausted. New questions
posed must relate to students’ ideas and contributions in response to the initial
essential question.
 Once the text has been explored thoroughly the teacher may ask a closing question,
which is derived from the text but which seeks to have students apply the topic to
their own lives or the world.
 The teacher will thank students for their participation and summarize the main ideas
and concepts examined during the discussion.

Post-Conference:
 After the discussion, the coaches provide feedback to the participants to
acknowledge their strengths and identify their weaknesses in a post-conference.
 The teacher will grade each coach based on his or her written and oral feedback to
the participant.

Rules and Roles for Socratic Seminars

The Participants:
 May only participate in the discussion if they have read the selection
 Must support their opinions with evidence from the text
 May speak at any time during the seminar with respect for the other participants
 May whisper with their coaches if the teacher allows it
 May refer to other works the class has read if the teacher allows it
 May write notes to themselves during the discussion if the teacher allows it
 May ask relevant questions of other participants

The Coaches:
 Must evaluate the participant's performance during the seminar
 Must provide oral and written feedback to the participant after the seminar
 May not speak to their participants during the seminar unless the teacher allows it
 May not speak to other participants or coaches at any time
The Teacher/Leader:
 Must provide adequate "think time" for students to respond appropriately
 Can only ask questions; cannot state his or her opinions or interpretations
 Must require participants to support their opinions with evidence from the text
 Must encourage participants to agree and disagree for substantial reasons
 May record the number and quality of participant responses
 Must determine when to conclude the seminar
Management Tips for Socratic Seminars
 Allow no more than 30 minutes for the first seminar; after students have become familiar
with the seminar format, 45-50 minutes may be allotted for discussion, particularly when
examining more complex texts
 Select students for inner and outer circles carefully to prevent off-task behaviors
 Share rules, expectations, and grading practices with students prior to the seminar.
 Distribute an equal number of tokens or “talking chips” to all participants; require
participants to use all their tokens or chips prior to the end of the discussion
 Stop discussion to interject commentary, commend participants, or end negative behavior
during the first seminar; as students become familiar with the seminar format, the teacher
should not need to provide any feedback
 Eliminate the outer circle when using Socratic Seminars in classes of fifteen students or
less

Options for Assessing and Evaluating Student Work in Socratic Seminars

Student participation and understanding may be assessed and evaluated using the following
methods:
 Rubric to assess student conduct, speaking, reasoning, listening, and/or preparation
 Checklist of positive and negative behaviors
 Student self-evaluation
 Peer evaluation

Bibliography

Ball, W., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye on
Education.
Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and
high school. Portland, ME: Stenhouse Publishers.

Moeller, V., & Moeller, M. (2002). Socratic seminars and literature circles for middle and high
school English. Larchmont, NY: Eye on Education.
Polite, V., & Adams, A. (1996). Improving critical thinking through Socratic seminars. Spotlight
on student success, No. 110.

Polite, V., & Adams, A. (1997). Critical thinking and values clarification through Socratic
seminars. Urban Education, , 32(2), 23.

Strong, M. (1996). The habit of thought: From Socratic seminars to Socratic practice. Chapel
Hill, NC: New View Publications.

Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational

Leadership, 53(1).