Socratic Circle Background
As teachers we all want our students to participate in lively, meaningful, well-organized discussions. Unfortunately, few of students enter our classrooms capable of interacting in this way and translating this discussion into meaningful writing. This version of a Socratic Circle seeks to provide guidelines for student interactions and teacher evaluations. Though it may seem stringent and scripted, the discussions quickly become meaningful and productive – if the students truly conduct the class.
Outcomes for Socratic Circles
- Students will think more deeply about what they read and have a sense of purpose (preparing for the discussion and writing) while they read
- Students will interact with each other in socially appropriate ways and begin to understand how educated people behave with each other.
- Students will have authentic questions for writing and a system for testing and proving their ideas.
What is a Socratic Circle?
Terms for organized classroom discussions with questioning as the central focus abound. The term Socratic Circle is used by Matt Copeland in his book by the same name, although other words like seminar are sometimes used. “Socratic” refers to the Greek philosopher who led people to understanding through questioning rather than “instruction.” This techniques is also referred to as a dialogic method. The basic expectations of the Socratic Circle include student-led discussion focused on posing open-ended questions and a central text (or object).
The teacher is not part of the discussion. Usually teachers are the experts in a discussion and serve as mediators. In this scenario, students do not have to take responsibility for the outcomes and for directing the group back to a more fruitful question.
This is not a “fishbowl” or debate. The goal for discussion is not opposition or arguments. While these activities have their place in encouraging students to develop opinions, a more subdued and structured discussion allows students to accept and build upon each other’s ideas.
Timeline for introducing the Socratic Circle
Introducing and teaching the Circle takes time and patience. Since the goal is a student-led inquiry, teachers need to take time explaining and modeling behaviors before the actual circle begins, because the first Circle should be completely student-led and successful.
Step one: Read a short text (“Marigolds” is a good length) and practice writing Levels of Questions. Begin discussing how these questions lead to different kinds of discussion.
Step two: Give the class the Socratic Circle directions and discuss the challenges of this activity. Choose a small number of students to discuss their level two questions on the text. Stop and ask all students to reflect on what happened, whether rules were followed, etc. Students might also practice using the record sheet and/or reflection sheet.
Step three: Assign a short text for reading and set up dates for two Socratic Circles (so each student can be in both inner and outer circles). These initial circles should be 30 minutes or so to allow for intentional reflection and guided practice on the sheets.
Step four: Plan to have Socratic Circles about once a week (the length of time may vary from 30 to 60 minutes depending on objectives and student ability). This activity is helpful prior to and during the writing process to clarify ideas and generate new thinking.
Socratic Circle Directions
The class is divided into two groups, an inner and outer circle. The inner circle will participate in discussion while the outer circle records and evaluates the discussion.
Inner Circle Procedures:
- A volunteer (or the teacher) will pose an opening question for each discussion.
- Each inner circle member is responsible for making comments. The number of comments required to earn a base grade will vary in discussions, but each member is required to make several. Students should refer to one another by name and make eye contact when speaking.
- Students will earn or lose points based on the form, audience, and tone of responses.
Asking a question (or follow up question)+1
This question should not interrupt the discussion of a previous question. Be sure your question is either level 2 (analysis) or level 3 (thematic). Occasionally discussing context and vocabulary are helpful, but the goal is to keep the discussion rooted in the text.
Connecting with another student’s comment +1
Because a discussion is really responses to previous comments, you may make this clear by restating another person’s comment in your own words, then making a clear connection to your own comment or question.
Referring to the text +2
Going back and looking at the text is essential in these conversations. When you refer to text, you give the page number and location on the page, pause so that the group may find it, then make your comment or question.
Looking at the teacher while speaking-1
The teacher is not part of the discussion. Funny, weird, or awkward moments may happen, as they do in any discussion. Don’t look to the teacher for confirmation of your own or others’ comments
Interrupting another student-2
Interrupting another person when he/or she is speaking is rude and shows you aren’t really listening, but instead thinking about your response. On the other hand, Two people may begin talking at the same time. This is not interrupting, but it does require both people to consider the other person’s contributions to the Circle. The person who has said less ought to be allowed to speak. This is how polite people behave.
Making faces or exchanging meaningful glances-2
As with any group of people, you will not always like or agree with anyone else. In order to create a working Socratic Circle, everyone must treat each other civilly, both verbally and nonverbally. Making faces at anyone or exchanging glances in reaction to another person’s comments are not acceptable behaviors – in the classroom or the real world.
Rude, sarcastic, or throwaway remarks-3
Although it may sound weird, your sincerity is needed in this discussion. You may not lessen your ideas by added comments like, “I don’t really care about the story”, etc. These statements take away from the discussion and show you are not actually engaged. You may not like the text or people’s responses to it, but these comments are not actually part of the conversation. Articulating and explaining your reaction is a reasonable way to “mean what you say.”
- Remember silence is your friend. This is time to look back at the story and reconsider ideas.
- Beware of arguments that imagine how the story would be different if it had been written differently. The text is rich enough for discussion, and talking about “what might have been” is not the most helpful way to approach a work.
Name ______Dates ______
Socratic Circle Record Sheet
Discussion Text (include page numbers for novels) ______
Author ______
Inner Circle Record
Write three level 2 questions about the text below. You may pose these in the discussion.
1.
2.
3.
Outer Circle Record
Trace the discussion below using “Q” for questions and “R” for responses to questions.
Assuming someone responds to the opening question, you will begin with an “R”
______
______
Socratic Circle Reflection and Writing Proposal
What idea did you disagree with the most? Why?
Who contributed the most to the conversation? What did they do to help?
What questions from the text need more thought and analysis?
What questions outside the actual text (discussions about theme or the way people are) were helpful to understanding the text?
Writing Proposal
Provide the following information, keeping in mind the depth and breadth of the question will shape the length and approach of the writing assignment.
Hint: The answers to #2 and #3 should be different on everyone’s paper. You should not provide answers like, It helps the story make sense. Bottom line, your reasons for writing about the question are individual and different.
1. Write a big question here:
2. Why does this question matter in the text?
3. Why is this an interesting question? Why does it need an answer?