ENGL201 Seminar Guidelines

OBJECTIVE

As scholars have realized, “when students verbally interact with the material, the professor, and their classmates they are most actively engaged and most likely to be learning and developing thinking skills”(Reda qtd in Howard 5). While most of us know how to engage in conversation, sometimes the task of contributing to graded class discussion can be daunting. In order to develop discussion skills, give clarity to the process and evaluation of discussion and engage with the course material in a meaningful way, we will be engaging in Socratic seminars.

DESCRIPTION

Socrates was convinced that the best way to attain knowledge was through disciplined conversation; he called this method dialectic, meaning the art or practice of examining ideas logically using reason. The Socratic method of teaching is based on Socrates' theory that it is more important to learn to think for yourselves than to merely fill your heads with "right" answers. A Socratic Seminar is a method to practice critical thinking and better understand a text by creating dialectic in class. Participants seek better understanding of complex ideas in the text through rigorously thoughtful, collaborative dialogue, not oppositional debate.

Dialogue and Debate-- What is the Difference?

(adapted from )

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

PROCESS

No laptops will be allowed during seminar, so plan to bring hard copies of the Seminar Speaker Worksheet and the Seminar Rubric & Summary to class on seminar days.You may bring your laptop and use it at the end of class to complete the seminar homework when directed.
The class will be divided into two groups: listeners and speakers. The speakers will face each other in a circle in the center of the classroom, with the listeners forming an outer ring around the speakers.
The speakers should all share their prepared discussion questions with the group (see the questions sections below for more detail). The speakers will then decide which question they’d like to begin with. It is up to the speakers to decide how they will select a question, but it’s suggested that you begin with a simpler or more reflective question, just to get conversation going.
Discussion should follow the tenants of dialogue, laid out above. During discussion, speakers should:
Discuss ideas, not just state unsupportedopinions.
Give support or evidence for statements or thoughts, referringto the text often.
Question the statements of others in a positive way; asking for clarification, explanation and evidence if needed.
Go beyond simple agreement. It is okay to agree with someone, but try to push his or her ideas or contributions further. You may also choose to disagree with someone, but give reasons why and see if you can build upon or redirect their ideas.
Listen carefully and wait for your turn to speak. You do not need to raise your hand, just be aware of the balance of participation from the group. You should talk to each other, not to the instructor.
Stay on topic until the speakers feel that the question is fully explored or would benefit from some expansion. Once the group feels the question is thoroughly explored, the group may decide which question to tackle next; it may be wise to address a related question that introduces some new ideas or perhaps someone in the group may have an idea for a new question. The idea is to fully explore each question, while still being aware of when it is naturally time to move on.
While the speakers engage in discussion, the listeners should:
Make note of the contributions of their assigned speaker.
Make note of the major points of discussion from the group.
Think about and note how the speakers are adhering (or not) to the tenants of dialogue as defined in this handout.
The instructor will call time about 10-15 minutes before the end of class. At this time, we will engage in general reflective discussion about the seminar; speakers, listeners and the instructor will have an opportunity to add to, ask questions about, or comment on the content of the discussion.
After concluding the reflective discussion, the speakers and listeners should make notes and reflections based on the seminar in order to complete the follow-up homework.
Speakers:Evaluate your contributions during seminar on the back of the Seminar Speaker Worksheet and turn in a hard copy at the end of class.
Listeners: Make notes on the rubric for your assigned speaker, noting specifics about their contributions. Also make notes to help you complete the question on the back of the rubric. Use these notes to complete the Seminar Rubric& Summaryon Blackboard prior to the next class period.
The class will debrief during the following class, focusing onthe discussion aspects of the seminar, sharing any thoughts or ideas on how the subsequent seminars can be changed or improved.

QUESTIONS

In preparation for the seminar, speakers should come to class with a minimum of 3 thoughtful discussion questions on the reading, as well as passages from the text that may help spark discussion or thought about those questions. Discussion questions should encourage critical thought, interpretation, analysis and synthesis regarding the text, not just simple exploration. Questions should be specific and detailed, not broad and general. One question should contain several clarifying or follow-up questions. Most good questions require the respondents to answer the question “why” in some way.Below are some ways to start your thinking about questions, but feel free to generate discussion questions that you feel will lead your group to new insights.

Type of Question / Beginning with… / Examples
Analysis / How…?
What is the importance of…?
What is meaning of…?
How would you explain…? / What is the meaning of Sal’s drinking? Does he just drink because everyone does it, or does it stem deeper? Is it a personal issue?
What is the importance of returning to New York? Is something tying him down there? Will he ever decide to stay?
Compare and Contrast / What is the difference between…?
How is this similar to…? / What is the difference between the relationship between Remi and LeeAnn and Sal and Terry?
How is Sal’s attitude to his job as a cop similar to the attitude of the Beat Generation?
Cause and Effect / Why does…happen?
What does…have to do with…?
What are connections are there between….? / What do Dean’s romantic relationships with women have to do with losing his friendships?
What is purpose of women in the book?
What are the connections between masculinity and sexuality in the book? What purpose does masculinity serve to drive plot and meaning?
Application & Connection / What does…have to do with…?
Why is…important today?
How does…relate to our earlier discussions? / What sort of things does Sal do in search of inner peace and freedom? Will he ever find inner peace and freedom?
Why is non-conformity, as approached in the book, important in society today?

ROLES

(adapted from )

During seminar, you should try to engage in discussion in various ways, exploring new or different ways to approach a topic and gain a better understanding of the reading. Below are some roles to consider and perhaps try out during seminar. You will likely play multiple or all of these roles during seminar, but push yourself to try some new ones or add new ones in each of the seminars you participate in. These different approaches will help you to become a stronger critical thinker and will enhance discussion both during seminar and regular class discussion.

Role / Details
Explorer / “Let’s try a new path or perspective…”
Description: This role offers up new insights and ways of seeing things that haven’t yet been brought up in class discussion. They like to keep moving forward, forging new territory. They are often responsible for finding ideas that might have otherwise remained hidden.
Challenges: Sometimes people in this role can be too quick to move on to new ideas, leaving current issues before they are fully explored.
Gadfly / “Everyone seems to be too easily content with saying…”
Description: This is the typical “devil’s advocate” type of role. They like to challenge what most people seem to be agreeing on and add complications to the issue that help the group to really fully explore ideas, consider different viewpoints and not be too content with simple answers.
Challenges: Sometimes people in this role just offer up different ideas for the sake of being difficult and don’t provide reasons or support for the different viewpoint they are putting forth.
Sherlock Holmes / “I think we have overlooked an important clue (a passage or detail from the text)…”
Description: This role helps keep the group focus on the text, the actual material from which the group is working. They have often read and annotated their work carefully and are able to help keep the group focused on the text.
Challenges: Sometimes people in this role are too literal with the text and aren’t willing to dig deeper into it and entertain ideas that might seem a bit more difficult to prove, even when those ideas may help move the discussion forward.
Librarian / “Here’s a passage in the text that supports your point…”
Description: This role also helps keep the group focused on the text, but also sees the connections between people’s claims and the sort of support or evidence they need for those claims.
Challenges: Sometimes people in this role are content to just show the supporting points without delving into the details of how that support works, they too, like those in the Sherlock Holmes role, may be too literal with the text.
Matchmaker / “What you are saying is a lot like what Sue said earlier…”
Description: This role helps show the connections between different ideas presented by the group, and therefore helps build up and synthesize discussion. This helps the group to move toward cohesive and well explored ideas and concepts.
Challenges: Sometimes people in this role are too focused on agreement and aren’t willing to entertain or consider new or challenging ideas. They often fear or are uncomfortable with disagreements.
Judge / “Let’s see what the difference is between your two ideas and figure out why…”
Description: This role helps to show how different ideas presented by the group may not necessarily work together. They are good at synthesizing discussion as well, but have an eye for where the discussion points don’t necessarily match up.
Challenges: Sometimes people in this role are too focused on differences and can’t necessarily see where the group agrees and is able to build knowledge.
Facilitator / “Let’s find a way to make this comment more convincing or helpful…”
Description: This role helps to fill in missing details or support on those contributions that aren’t fully formed or thought out. They are supportive and help to make sure each member of the group feels important to the discussion.
Challenges: Sometimes people in this role can be too positive, trying to fit even no so good ideas into the discussion, even when not appropriate. They may also be afraid to challenge or question others’ viewpoints.

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