Using Socratic Seminars to Build Understanding of Diversity among Students

Using Socratic Seminars to Build Understanding of Diversity among Students

Presented by:

Solomon Cross, Terrilyn Gray, Katrina Schultz and Morgan Valsin

NormsNorms

• Silence and put away all electronic devices• Responses should not be based on emotions;

Please be factual• Respect the group (entire room) • Listen attentively; Listen respectfully• Do not repeat responses• Time yourself and allow others the opportunity to

share• Discuss issues, not people

Target AudienceTarget Audience

• Secondary Teachers • Secondary Administrators• School Counselors

ObjectivesObjectives

• To explain the importance of critical thinking, communication and diversity in a 21st Century Global World

• To explain the importance of using Socratic Seminars to facilitate accountable talk among students

• To provide a model of a Socratic Seminar by using the tools learned from the lectures on diversity and Socratic Seminars

AgendaAgenda

1. Norms1. Norms

2. Icebreaker2. Icebreaker

3. Gallery Walk3. Gallery Walk

4. Background/Purpose of Using Diversity4. Background/Purpose of Using Diversity

5. Background/Purpose of Socratic Seminars5. Background/Purpose of Socratic Seminars

6. Socratic Seminar6. Socratic Seminar

7. Closure7. Closure

8. Evaluation8. Evaluation

Ice Breaker: Two Truths & a LieIce Breaker: Two Truths & a Lie

• Each person writes two truths and a lie about themselves.

• Everyone walk around and chats with one another, like a cocktail party, and asks about each other’s truths and lies.

• The goal is to quiz each person about each statement to help determine which are the truth and which is the lie, while seducing other people into thinking that your own lie is a truth.

• People should not reveal their lie, even if it seems others might have guessed.

• Each person reads their three statements aloud to the group and everyone votes on which one they think is a lie.

Purpose of Ice BreakerPurpose of Ice Breaker

• Stereotypes can have teachers perceiving students in the wrong way all year, affecting the learning environment.

• Students can also perceive other students in the wrong way, with or without teachers influencing the labeling of other students.

• It is important for critical thinking, communication, and diversity in a 21st century global world.

Gallery WalkGallery Walk

• Classmates will walk around and view all photos without talking

• After 1-2 minutes, return to seat and answer the following questions – If asked to categorize yourself by one of these

pieces, which would you choose? Why? – Do you relate to some of the pieces more

than others? Why?• Discuss answers with the whole group

Purpose of Gallery WalkPurpose of Gallery Walk

• To understand how students may feel with other diverse groups and how they relate to diversity

Embracing Diversity Embracing Diversity Socratic Dialogue: Philosophical Foundation

Is diversity in education important?Is diversity in education important?

According to the United States Supreme Court: YES!

• Brown v. Board of Education (1954) – landmark case making “separate but equal” unconstitutional, ordered desegregation, & established educational benefits of diversity

• Grutter v. Bollinger (2003) – University of Michigan Law School case upholding the benefits of diversity as a “compelling interest” that justifies the use of race as one of the collaborative factors for admission

Is diversity in education important?Is diversity in education important?According to research: YES!

Cooper (2006) synthesis of numerous reputable research studies summarizes the academic and social benefits of diversity into four general categories:

1. Enhanced Student Learning (concepts of broader knowledge gained from experiences, increased communication skills, enhanced analytical capacity, & advanced problem solving ability)

2. Enhanced preparation to flourish in the diverse environments of higher education & workforce

3. Cross Cultural Competence (diversity - breaks down racial stereotypes, while increasing racial tolerance & understanding)

4. Creation of leaders with legitimacy in the eyes of the citizenry (diversity reflects rapidly changing global demographics)

Investing in Diversity: Miner’s Canary MetaphorInvesting in Diversity: Miner’s Canary Metaphor

• Failure to acknowledge the importance of diversity creates a “toxic” environment that threatens both the “miners” & the “canaries” (pp. 26 – 27).

• Investment produces leaders who give back to society at large

• Preparation for future leadership requires educators capable of training, “passionate problem solvers who don’t think there is one right answer to every problem, who are open to the possibility of multiple answers and to the challenge of trying to figure out which of those possible answers works best in the context of a particular problem” (p. 30).

(Guinier, 2005)

DIVERSE PHILOSOPHERSDIVERSE PHILOSOPHERSTheoretical Foundation

Jacques Derrida1930 - 2004

Jacques Derrida1930 - 2004

• French Philosopher of Jewish decent

• Deconstruction – critical approach of philosophy developed to analyze both the conditions of possibility and the limitations of various forms of discourse

• Age 12 – anti-Semitic law forced expulsion from academy where he was top student in entire school

• Family lost citizenship & became unwanted foreigners in the land where they had lived for 5 generations

• Turned the pain of negative experience into positive contribution to society as philosopher & activist fighting for the rights of diverse populations

• Founding member of the Cultural Foundation Against Apartheid, activist for Algerian immigrants, & Czech Charter

Paulo Freire1921 - 1997

Paulo Freire1921 - 1997

• Brazilian philosopher

• Grew up in poverty – lead to deep understanding of the oppressed & the “culture of silence” accompanying oppression

• Early career – labor union lawyer helping the poor understand their rights

• Began working with adult literacy programs

• Earned PhD – professor of philosophy & education at University of Recife (Brazil) & Harvard University (U.S.)

• Pedagogy of the Oppressed (1972)

• Developed method known as Critical Pedagogy (principles used as the basis of Transformative Learning Theory)

• Devoted life to empowering the oppressed with tools to overcome economic, social, & political forces placed upon them by the dominant classes of society

Nel Noddings1929 - Present

Nel Noddings1929 - Present

• Caucasian American feminist philosopher

• President of the Philosophy of Education Society

• Rose as female scholar among elite members of academia during 1949 – 1973

• Experience as educator – includes all levels (early childhood/elementary/junior & senior high/university)

• Work focuses on the ethical & moral responsibilities of

education

• Proponent of equality & diversity

• Believes equality is often confused with sameness

• Critical lessons – prompt Socratic thought, discussion, & understanding of topics central to humanity that lead to holistic development of critical awareness essential to creating civic responsibility in a liberal democracy

• Concepts of care, building relationships, ethical choices, & developing the characteristics for moral citizenship as primary goals of education that overarch all curriculum subjects

Cornel West1953 - Present

Cornel West1953 - Present

• African American philosopher & professor

• Professor of religion at Harvard, Princeton, & Yale Universities

• Considered one of the greatest minds of our time

• Expert witness to the power of Socratic philosophy – the love of truth & justice develops a conscience that forces an individual to muster up the courage to stand firm in the face of conflicts

• Prophetic commitment to justice – calls for justice of all oppressed people & unites diverse faith systems (Christian/Islamic/Jewish) by acknowledging their connected roots

• Connects to people where they are

• Uses strategies considered “out of box” (ex: rap albums filled with philosophical lyrics to prompt critical thought & reach youth)

• Uses public voice to expose injustice in American society & throughout the world

Derrida, Freire, Noddings, & WestDerrida, Freire, Noddings, & West• Emphasize the importance of critical thinking to

developing understanding

• Express deep concern about education systems that place low value on the development of analytical thinking

• Observe the widespread failure to use critical thinking in decision-making in society

• Convey failure to equip & utilize critical thinking among diverse individuals as dangerous to the well-being of society

What is a Socratic Seminar?What is a Socratic Seminar?

• Socratic Seminars are structured conversations about selected texts and the important ideas imbedded within them. (Mangrum, 2010)

• The discussion is not about right answer; it is not a debate. Students are encouraged to think out loud and exchange ideas openly (www.nwabr.org/education)

Process of Socratic Seminars Process of Socratic Seminars • Text Selection: Teachers must select text imbedded with rich

ideas important to the participants. Text should be open to multiple interpretations.

• Setting Goals: The facilitator must set personal behavior

goals that will enhance the conversation.(do not raise hands, listening fully, allowing equal talk)

• During the Seminar: Pose key questions, ask participants to relate their statement to particular passages, if needed, refocus students.

• After the Seminar: Ask debriefing questions, share your own experiences

Role of the FacilitatorRole of the Facilitator

• Guide students to a deeper and clarified consideration of the ideas of the text

• Must have a respect for varying points-of-view• Adherence and respect for the seminar process• The facilitator must model behavior that is expected:

» “What I heard you say was...”» “Can you compare your response to what you

heard Chris say...”» “Where is the evidence from the text for what you

said...”» “I want to hear what Monica thinks...”

Types of QuestioningTypes of Questioning

• Interpretive- No single answer is correct, but arguments can be made to support positions

• Literal- Comprehension of the text

• Evaluative- Opinions, or information relative to their lives.

Example QuestionsExample Questions• Beginning

• What is the authors purpose?• What is the main idea or underlying value in the text?

• Middle• Who has a different perspective?• Has anyone changed their mind?

• End• How do the ideas in the text relate to our lives?• Why is this material important?

Benefits of Socratic SeminarsBenefits of Socratic Seminars

• Helps build self-esteem, self-worth, sense of significance & sense of belonging

• Allows students to build relationship among their peers

Practice: Socratic SeminarPractice: Socratic Seminar

• Read the article entitled, “Best Cities 2011: Got Diversity?” silently

• Jot down 2-3 questions you may have about the article

• Be prepared to share your questions with the group during the seminar

• Sit in chairs arranged in a circle and remember the in-service norms

Closure: Tea MetaphorClosure: Tea Metaphor

You’re in for a special treat!

ReferencesReferences

Please review handouts for a concise list of references.

EvaluationEvaluation

Please complete the Diversity Evaluation Form and place it in the folder on the front

table before you leave.

Thank you for your cooperation!