Socratic Seminar project

Project-based learning allows students to put together a variety of skills and view their progress in a culminating product or event. In the case of a Socratic seminar, students are able to put their research skills to the test as they create evidence-supported arguments and formulate their own questions. Their research and inquiry leads to a discussion with their peers and concludes with students reflecting on their learning experience. Socratic seminars offer a unique opportunity for students to practice their skills as they research, discuss, and reflect upon critical topics and the learning process.

Preparation

Preparing for a Socratic seminar involves students conducting their own research to answer the topic's essential questions. As students create evidence-supported arguments, they are also asked to further the conversation by generating their own questions. The teacher's role during this preparation period is to support student inquiry and encourage student choice. Because this research is student driven, the teacher is free to provide individual, timely, and meaningful feedback.

Discussion

During the Socratic seminar, students have the opportunity to take control of the conversation. Students pose essential questions as well as their own questions to the class. Classmates are able to respond to each other with the evidence-supported arguments they've created during their research, opinions as subject matter experts, or by asking further and clarifying questions. Students are also asked to record notes of points they found interesting. The teacher's role during this discussion is to create and maintain a safe and equitable environment. Reminding the students that their opinions are backed by research and worthy of being heard.

Reflection

Following the research and discussion periods, students are asked to reflect. The students are asked to consider how they feel about the topic, having now researched and discussed it with their peers, as well as how they feel about the process itself. The teacher's role during this reflection is to encourage student choice, reminding students that what they found important may be different than their classmates.

11th Grade Civics - Gun Control Socratic Seminar

During my student teaching at Mather High School, I had the opportunity to teach in two 11th grade civics classrooms. Through journaling, my students had expressed a deep concern surrounding the issues of gun violence and gun control. This project was created in response to their concern, with the intention of guiding students while they create their own evidence-supported arguments and opinions. With the collaboration of two wonderful co-teachers and the use of meaningful and relevant material, my students found great success in their inquiry, research, discussion, and reflection.