Week 10 - Lesson 1

Monday - 29/06
9:50am
9.02 History
Today’s Plan
Learning objectives

● Understand that dialogue helps to exchange, present, and reflect on ideas.

● Know that the purpose of a Socratic Seminar is to discuss ideas from a
selected text.
● Be able to plan effectively for tomorrow’s discussion.

Lesson Outline

● Behaviour Expectations
● Socratic Seminar - guiding questions, groups, peer-assessment etc.
● Planning time
Think-Pair-Share
What do you think are some important rules for a socratic
seminar to run effectively?
Behaviour Expectations
● Talk to each other, not just to the discussion leader or teacher.
● Refer to evidence from the text to support your ideas.
● Ask questions if you do not understand what someone has said, or you can
paraphrase what another student has said for clarification (“I think you said
this; is that right?”).
● You do not need to raise your hand to speak, but please pay attention to your
“airtime”—how much you have spoken in relation to other students.
● Don’t interrupt.
● Be hard on content, soft on people. Without judging the student you disagree with,
state your alternate interpretation or ask a follow-up question to help probe or
clarify an idea.

★ Hot Seat: This is an empty seat in the inner circle. Outer circle participants may
“jump in” to make a point, but then “jump out.”
Stan Grant IQ2 Racism Speech
Discussion Focus
Topic: Racism is destroying the Australian dream.

Essential question: Is Australia really a multicultural safe haven of

equal opportunity? Or is racism more prevalent than ever before?

Guiding questions

● You will need to come up with at least 3 questions that you would
like to discuss during the Socratic Seminar - record one of your
questions in the class Google Doc on Classroom.

● Consider what questions would help you and your peers to explore the
ideas of the text in more depth.
Guiding Questions
The quality of the learning in a Socratic seminar rests on the kinds of
questions asked. Keep these guidelines in mind as you prepare questions and as
you think of additional questions while in the middle of the seminar:

● Be sure your questions are based on the text.

● Ask questions that are complex and require participants to think beyond
what is directly stated in the text.
● Ask open-ended questions; don’t ask YES/NO questions.
● Ask questions to which there are no right or wrong answers.
● Regularly ask “Why?” “How do you know?” and “Why is this important?” to
help participants expand their thoughts and responses.
● Ask questions that require participants to explain their reasoning, their
assumptions, and to examine possible misunderstandings.
Peer-Assessment Groups
Socratic Seminar Teams

Audrey
Socratic Seminar Plan - Tuesday Lesson
● Preparing (10 mins)
● First team to discuss (15-20 mins)
● Peer-assessment (5-10 mins)
● Second team to discuss (15-20 mins)
● Peer-assessment (5-10 mins)
● Last team to discuss (15-20 mins)
● Peer-assessment (5-10 mins)
● Consolidating (remainder of lesson)
Peer/self-Assessment Requirements
● Observation Checklist
● Rubric
● Instant Replay Card
This Lesson
● Ensure you have printed and annotated the Stan Grant speech

● Collated additional information to support your ideas

● Developed at least 3 questions you want to explore in the discussion

● Read through the resources on Classroom especially the rubric so you

are aware of what you are being assessed on