SEMINAR & PAIDEIA TEACHING

This method of instruction is based on the teaching method of Socrates and the Greek work paideia which means the general knowledge or learning of values needed by all humans.

Seminars possess these elements:

Heterogeneous groups Critical physical arrangement Safe environment for open discussion Deep questioning: an inch wide and a mile deep Discussion of profound works of human endeavor Leader not active in discussion; does not offer his own opinions Higher level of questions; more analysis, synthesis, evaluation; fewer right/wrong answers

Discussion constantly tied to work under discussion Student motivation improves Sparse use as instructional tool Process/evaluation of seminar by participants Profound learning experience for everyone involved

DIFFERENCES BETWEEN A DISCUSSION AND A SEMINAR

DISCUSSION

Cover material Right/wrong answers Teacher as info-giver

o

Focus of class

Physical arrangement not critical Questions at knowledge, comprehension level Sometimes disguised didactic Many questions/limited probing Material used is essentially didactic Discipline specific

SEMINAR

Explore ideas, expands understanding Ideas explored which have no right answers Teacher is facilitator
o

Students focus of class

Physical arrangement critical Questions at synthesis, evaluative level Socratic Few questions with much probing Material used is carefully selected Crosses disciplines

SEMINAR GOALS

Students will

Increase their understanding of ideas as presented by the work at hand Talk to one another, not just the teacher Be actively involved in their own learning Think more deeply about issues in a clear and concise way Speak more articulately Question each others opinions Listen better Read more thoroughly Learn to justify/qualify opinions Be exposed to the greatest writing and works of art we know

INDICATIONS OF GOAL ATTAINMENT

During the seminar, students

Reference the text to support their views Ask thought provoking questions Change their opinions though critical evaluation Direct the discussion back to the original topic if conversation wanders Engage quiet students Substantiate statements with examples and reasons Reference previous readings or other significant works Express enjoyment Argue courteously

SEMINAR BEHAVIORS

LEADER BEHAVIORS

Ask a series of questions directing the discussion Ask clear and understandable questions Rephrase questions until they are comprehensible Raise issues that lead to further questions Ask questions which allow for a range of answers deserving consideration and demanding judgment

Allow for discussion of conflict or differences Examine answers and draw out implications or reasons through questioning Insist that answers are clear and understandable Request that answers be justified or grounded within the literature Do not entertain answers for arguments sake only Do not insist upon common agreement or a consensus Present all sides of an argument Be an active listener Refrain from controlling the flow of the seminar by sharing own thoughts and opinions, even when asked by students

Refrain from acknowledging student response with a nod or comment of agreement or praise

Guide discussion as a facilitator not a participant

STUDENT BEHAVIORS

Ask questions about reading or the conversation Be courteous Pause and think before answering State opinions clearly Make judgments and defend them Find examples to support argument Relate comments to text when appropriate Listen to others Respect others opinions Be critical and questioning of others opinions Ask for clarification if they do not understand comments Keep an open mind to differing opinions Make predictions Search for relationships Accept the possibility that there is no one right answer Be willing to change opinions with the addition of more information or for compelling reasons

DEVELOPING SEMINAR QUESTIONS

GENERAL GUIDELINES 1. QUESTIONS SHOULD EXPLORE IDEAS, VALUES, AND ISSUES IN THE READING NOT THE FACTS. 2. PREPARE QUESTIONS IN ADVANCE. LIMIT NUMBER TO FIVE THOUGHTPROVOKING QUESTIONS. THE GOAL IS TO ACHIEVE GREATER UNDERSTANDING NOT FACUTAL RECALL. 3. DO NOT ASSUME THAT THE ONLY ANSWER IS YOUR CONCLUSION. 4. NEVER USE YES/NO QUESTIONS. 5. USE OPENENDED QUESTIONS. 6. STRUCTURE QUESTIONS AS OPENING, CORE, OR CLOSING QUESTIONS.

OPENING QUESTIONS

INTRODUCE A THEME, IDEA, OR TOPIC.

O O O

HAVE MANY RESPONSES OFTEN INVOLVES ALL PARTICIPANTSROUND ROBIN OR A VOTE EXAMPLES WHAT WOULD BE ANOTHER TITLE FOR THIS? . . ? DO YOU AGREE OR DISAGREE WITH . . .? EXPLAIN. WHICH CHARACTER DO YOU IDENTIFY WITH? WHY?
WHAT IS MOST IMPORTANT IN.. . ?

EXPLAIN.

CORE QUESTIONS

Identify and examine central points as well as student logic o Examples What is meant by . . . (specific text reading)? Is this consistent with the text? Explain. Who is the most important character? Why?

Do you agree with what the text suggests? How is this different from . . .? Explain.

CLOSING QUESTIONS

Look at related issues and do closing assessment of the piece. o Examples What are consequences or implications . . . ? How does it relate today? How does this relate to education, teachers, students, principals, etc.? Why is this important? Have you changed your mind from a previous decision? What two or three themes repeatedly came up in the seminar?

STEPS IN IMPLEMENTING A SEMINAR

1. Establish a safe environment. 2. Coach students on expectations. 3. Choose a selection carefully; assign it to the class. 4. Read and study selection carefully, making notes where necessary. 5. Prepare the opening, core, and closing questions. 6. Prepare the room physically by arranging chairs/desks in circle. 7. Begin the seminar. 8. Process and evaluate the seminar with the class afterwards. 9. Reflect personally on the experience, fine-tuning for future use.

DEVELOPING SEMINAR QUESTIONS GENERAL GUIDELINES 1. QUESTIONS SHOULD EXPLORE IDEAS, VALUES, AND ISSUES IN THE READING NOT THE FACTS. 2. PREPARE QUESTIONS IN ADVANCE. LIMIT NUMBER TO FIVE THOUGHTPROVOKING QUESTIONS. THE GOAL IS TO ACHIEVE GREATER UNDERSTANDING NOT FACUTAL RECALL. 3. DO NOT ASSUME THAT THE ONLY ANSWER IS YOUR CONCLUSION. 4. NEVER USE YES/NO QUESTIONS. 5. USE OPENENDED QUESTIONS. 6. STRUCTURE QUESTIONS AS OPENING, CORE, OR CLOSING QUESTIONS.

OPENING QUESTIONS

INTRODUCE A THEME, IDEA, OR TOPIC.

O O O

HAVE MANY RESPONSES OFTEN INVOLVES ALL PARTICIPANTSROUND ROBIN OR A VOTE EXAMPLES WHAT WOULD BE ANOTHER TITLE FOR THIS? . . ? DO YOU AGREE OR DISAGREE WITH . . .? EXPLAIN. WHICH CHARACTER DO YOU IDENTIFY WITH? WHY?
WHAT IS MOST IMPORTANT IN.. . ?

EXPLAIN.

CORE QUESTIONS

Identify and examine central points as well as student logic o Examples What is meant by . . . (specific text reading)? Is this consistent with the text? Explain. Who is the most important character? Why? Do you agree with what the text suggests? How is this different from . . .? Explain.

CLOSING QUESTIONS

Look at related issues and do closing assessment of the piece. o Examples What are consequences or implications. . . ? How does it relate today? How does this relate to education, teachers, students, principals, etc.? Why is this important? Have you changed your mind from a previous decision? What two or three themes repeatedly came up in the seminar?

STEPS IN IMPLEMENTING A SEMINAR

1. Establish a safe environment. 2. Coach students on expectations. 3. Choose a selection carefully; assign it to the class. 4. Read and study selection carefully, making notes where necessary. 5. Prepare the opening, core, and closing questions. 6. Prepare the room physically by arranging chairs/desks in circle. 7. Begin the seminar. 8. Process and evaluate the seminar with the class afterwards. 9. Reflect personally on the experience, fine-tuning for future use.