Foreign Policy Socratic Seminar

Adapted from http://www.studyguide.org/socratic_seminar.htm and http://toolsfordifferentiation.pbwiki.com/Socratic%20Seminar

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. Students are given opportunities to "examine" a common piece of text, like the two readings given on Iran and China. After reading the common text, open-ended questions are posed. 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.

Pre-Seminar Question-Writing:
Before you come to the Socratic Seminar, read the assigned text, answer the Anticipation Guide and write at least one question in each of the following categories:

OPEN-ENDED QUESTION: Write an insightful question about the text that has no one correct answer.
Example: Does the US have an obligation to be the world’s policeman?

CLOSE-ENDED QUESTION: Write a question that has a "correct" answer.
Example: What happened during the Iranian hostage crisis of 1979?

Basic Setup of the Socratic Seminar

Half of the class will be in the inner circle and half the class will be in the outer circle.
The inner circle will be given a specific amount of time to answer the first half of the student-generated questions. You need to make sure that you have enough time to get through all the questions and to provide the best answers possible. Every person in the group should speak.
The outer circle will sit quietly and listen carefully to your conversation.
ALL STUDENTS SHOULD BE TAKING NOTES ON THE ANSWERS AND DISCUSSION RELATED TO THE QUESTIONS, REGARDLESS OF WHETHER THEY ARE IN THE INNER OR OUTER CIRCLE.
Each member of the outer circle will be given an index card with a specific question that requires them to listen to the inner circle’s discussion and analyze it in order to give an answer.
The outer circle will share their answers to the question on the index card with the entire class after the inner circle completes their discussion.
Then the outer circle and inner circle will switch places and roles. The new inner circle will cover the second half of the discussion questions.

Appendix A:

ANTICIPATION GUIDE

Directions: Do you agree or disagree with the following statements?
This is not about right or wrong answers, it is your anticipated response to a topic .

Agree	Disagree
		The United States is not alone in trying to fight Iran’s development of WMDs.
		The United States’ policies towards Iran have been successful in addressing the issue of WMDs.
		Iran should get compensation for UN sanctions.
		We should have strong trade relations with China.
		China should be looked at as a threat to the US economy.
		Free trade will promote human rights in China.

Is there support in the project for my choice?	Explain why your choice was correct or incorrect:

Yes	No	1.
		2.
		3.
		4.
		5.
		6.

Appendix B:
Guidelines for Participants in a Socratic Seminar

Socratic Seminar Norms

The point of a Socratic Seminar is not to persuade others of your opinion, but come to a greater understanding of your, and others’, ideas.

You meet or exceed the standard if you:

q Refer to the text in the discussion; you are aiming to understand the ideas, values and issues more deeply
q Do not say you agree or disagree until you can say “I understand”
q Disagree civilly and constructively. Watch your words AND your tone
q Present good reasons for any critical judgment you make; give evidence from the text where possible
q Stay on topic!
q Advocate for the quiet; invite others to speak
q Ask the group or individual for clarification
q Avoid “side conversations”
q Watch your “air time”

Support and abide by these Speaking and Listening Norms:

q Listen carefully before you speak
q Talk to each other, not the teacher or a specific student
q Know it is OK to pass if others invite you to speak at a time when you need to continue listening
q Be sure you are not assuming that you understand what someone else means; ask for clarification
q Give the hot seat priority
q Don’t forget to follow SLANT!

                               Sit Up
                               Lean forward
                              Actively Listen
                              Nod
                              Track the speaker

Debate Versus Dialogue (Socratic Seminar!)

Avoid these debate tactics:

q Two sides try to prove each other wrong
q Listen for weaknesses in others’ arguments
q Close-minded attitude: determined to be “right”
q People demand a conclusion: a winner

Work toward these Socratic approaches:

q Cooperative dialogues where the group aims to reach a common understanding/common ground
q Open to listening, thinking and changing ideas
q Suspend your judgments to try out new ideas
q Assume many people have pieces of the answers
q Conversations never have to “end” (no winners or losers)

Try these sentence starters to help you follow the norms:
What puzzles me is…
I’d like to talk more about…
I’m confused about…
This is similar to what we know about…
This is different from…
The big idea seems to be…
I have a question about…
One way to use this idea might be…
Another way of looking at it is…
I think I get it. Do you think it means…

Appendix C:

Socratic Seminar: Participant Rubric

A Level Participant	Participant offers enough solid analysis, without prompting, 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

Foreign Policy Socratic Seminar

Background

Socratic Seminar Norms

A Level Participant