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.

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  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?

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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?

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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.
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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).

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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.
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 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.
o 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.
o 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.
o Debate defends assumptions as truth.
 Dialogue creates an open-minded attitude: an openness to being wrong and an
openness to change.
o 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.
o 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.
o Debate calls for investing wholeheartedly in one's beliefs.

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  In dialogue, one searches for strengths in all positions.
o In debate, one searches for weaknesses in the other position.
 Dialogue respects all the other participants and seeks not to alienate or offend.
o 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.
o 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, 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
A Level Participant
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

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  Participant’s remarks often refer back to specific parts of
the text.
 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
B Level Participant
and a marked/annotated text
 Participant shows that he/she is actively listening to
others and offers clarification and/or follow-up

 Participant offers some analysis, but needs prompting

from the seminar leader
 Through comments, participant demonstrates a general
knowledge of the text and question
C Level Participant  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
 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
D or F Level Participant 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

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 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.

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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.

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  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.

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  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
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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

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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).

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