Do You Have 21st-Century Skills to Help Your Students Succeed?
Do Your Students Have 21st-Century Skills to Think for Themselves?
The Power of the Socratic Classroom has the answers you are looking for—answers that will supply the strategies to show students how to succeed into the future. A future that has unknown products, unidentified jobs, and unanticipated challenges.
In Socratic Seminar, teachers shift to the role of facilitator, where they help their students develop the collaborative interpersonal skills, the critical and creative thinking skills, and the speaking and listening skills to face the upcoming challenges of the 21st century.
Charles Fischer has taught in public and private schools in a variety of settings, from rural Maine to inner city Atlanta. In the past 20 years, he has worked with a wide range of students from 4th grade to AP English and has been nominated for Teacher of the Year four times. He has his Master’s degree in Teaching & Learning from the University of Southern Maine, and received his B.A. in English Literature and Creative Writing from Binghamton University. His fist novel, Beyond Infinity, won a 2014 Independent Publisher Book Award bronze medal (YA fiction). His areas of expertise are in Socratic seminar, dialogue, listening, inquiry, and critical & creative thinking. He is currently working on a three book series focused on all of these territories.
Because text selection is so difficult, I am always on the lookout for quality complex texts. I have a folder at school to collect stray texts that I get from other teachers. Sometimes I even find gems left on the copying machine! I also keep folders on my computer with lists of potential texts, such as TV shows. I have often found that science fiction shows like Star Trek or The Twilight Zone have excellent episodes that should promote quality dialogue.
Text pairings are strong choices as well because they often promote at least two lines of thinking that can be supported in the texts.
The Power of the Socratic Classroom
Choosing a text is complicated and may even be the hardest part of planning for a Socratic Seminar. A poorly chosen text can flop even with an adept facilitator, a solid opening question and experienced students, whereas a well-chosen text can stimulate conversation even in the most unenthusiastic or inexperienced classrooms. However, even well chosen texts may not work for every group or teacher.