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
-
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
-
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 argument’s 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
-
QUESTIONS SHOULD EXPLORE IDEAS, VALUES, AND ISSUES IN THE READING NOT THE
FACTS.
-
PREPARE QUESTIONS IN ADVANCE. LIMIT NUMBER TO FIVE THOUGHT-PROVOKING
QUESTIONS. THE GOAL IS TO ACHIEVE GREATER UNDERSTANDING NOT FACUTAL RECALL.
-
DO NOT ASSUME THAT THE ONLY ANSWER IS YOUR CONCLUSION.
-
NEVER USE YES/NO QUESTIONS.
-
USE OPENENDED QUESTIONS.
-
STRUCTURE QUESTIONS AS OPENING, CORE, OR CLOSING QUESTIONS.
OPENING QUESTIONS
-
Introduce a theme, idea, or topic.
o
Have many responses
o
Often involves all participants—round robin or a vote
o
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
-
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.
-
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
- QUESTIONS
SHOULD EXPLORE IDEAS, VALUES, AND ISSUES IN THE READING NOT THE FACTS.
- PREPARE
QUESTIONS IN ADVANCE. LIMIT NUMBER TO FIVE THOUGHT-PROVOKING QUESTIONS. THE
GOAL IS TO ACHIEVE GREATER UNDERSTANDING NOT FACUTAL RECALL.
- DO NOT
ASSUME THAT THE ONLY ANSWER IS YOUR CONCLUSION.
- NEVER USE
YES/NO QUESTIONS.
- USE
OPENENDED QUESTIONS.
- STRUCTURE
QUESTIONS AS OPENING, CORE, OR CLOSING QUESTIONS.
OPENING
QUESTIONS
-
Introduce a theme, idea, or topic.
o
Have many
responses
o
Often
involves all participants—round robin or a vote
o
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
- 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.
- 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.