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 latest book, The Power of the Socratic Classroom, has won four awards, including the NIEA Best Education Book. His first novel, Beyond Infinity, won a 2014 Independent Publisher Book Award bronze medal (YA fiction). His areas of expertise are Socratic Seminar, Active Listening, Inquiry, Teaching & Learning, and Critical & Creative Thinking. He is currently working on a book of poetry, a short story collection, and several novels.
Deep thinking takes time. A lot of it! It's not unusual for a genuine thought breakthrough to take 70 minutes or more. If we want students to generate new thoughts, new ideas and innovations, then we must give them the necessary processing time.
Although many teachers find it difficult to set aside so much time, Socratic Seminars produce excellent results in terms of creating essential frameworks for thinking.
The Power of the Socratic Classroom
Timings can be boiled down to two basic principles: The older the students are, the longer the seminars should be. The more experience the students have, the longer the seminars should be.