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.
Seminar for synthesis is probably the most common form of Socratic Seminar. There are plenty of other ways to use seminars, though. Because of the shift to the role of facilitator, there is an excellent opportunity for teachers to collect data and make observations about their students. Using an app like Equity Maps allows teachers to then share data with their students, allowing them to further take ownership of their learning. This allows teachers to gradually release responsibility, which is one of the very many benefits of Socratic Seminar.
The Power of the Socratic Classroom
A popular version employs Socratic Seminar at the culmination of a unit of study. In this model, seminars are used primarily for students to synthesize information and for teachers to check for the conceptual understandings the students have. This model is often used just before a final project, test or written paper so that the students can further develop their ideas through dialoguing with their peers. Unlike most other Socratic Seminar applications, students in this model are often encouraged to make notes, collect references or citations, and otherwise accumulate and record more information in order to strengthen their viewpoints. This model is even occasionally used for performance-based final exams.