Socratic Seminar

In a Socratic Seminar activity, students help one another understand the ideas, issues, and values
reflected in a text through a group discussion format. Students are responsible for facilitating their
group discussion around the ideas in the text.

The purpose of the seminar is not to debate or prove a point but to more deeply
understand what the author was trying to express in the text.

Procedure

Classroom Contract

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

2. Refer to evidence from the text to support your ideas.
3. 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?”).
4. 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.
5. Don’t interrupt.
6. Don’t “put down” the ideas of another student. Without judging the student you
disagree with, state your alternate interpretation or ask a follow-up question to help
probe or clarify an idea.
7. Common statements or questions used during a Socratic Seminar activity include:
1. Where does that idea come from in the text?
2. What does this word or phrase mean?
3. Can you say that in another way?
4. Is this what you mean to say...?
5. What do you think the author is trying to say?
6. What else could that mean?
7. Who was the audience for this text? How does that shape our interpretation of
these words?
8. Who was the author of this text? What do we know about him/her? How does
that shape our understanding of these words?

Evaluation criteria

 Engagement (everyone listening and sharing)

 Respect (no interruptions or put-downs)
 Meaning-making (students understand the text more deeply at the end of the
seminar)
 Use of evidence (comments always refer back to the text).
 Responsibilities of a Student in Socratic Seminar
During a Socratic Seminar, I am responsible for --

 Being prepared by having read my text thoroughly and reflectively and by having marked key
passages in my text

 Asking questions about what I have read, heard, and seen

 Asking for clarification of any passage I have read but which I do not understand

 Being courteous and respectful of my peers

 Maintaining an open mind to a diversity of opinions

 Listening attentively and patiently as peers share their ideas

 Listening critically to others’ opinions and taking issue with inaccuracies or illogical reasoning

 Pausing and thinking before I respond to a facilitator’s question or to a comment made by a peer

 Clarifying information and lending support to a peer’s argument

 Commenting on what my peer has said before going on to make my point

 Making judgments that I can defend with specific textual evidence

 Explaining to others how I have inferred an idea by exploring the passage that has led me to this
conclusion

 Locating facts and examples in the text that can be cited as evidence for a particular argument

 Moving the seminar forward to new concepts

 Searching for connections between the text and previous readings or prior studies

 Searching for connections between the reading and the world