Socratic Seminar Circles:
SWIRLing Toward 21st Century Skills
WHAT are
Socratic Circles?
• The Socratic seminar is a formal
discussion, based on a text, in
which the leader asks openended questions. Within the
context of the discussion,
students listen closely to the
comments of others, thinking
critically for themselves, and
articulate their own thoughts
and their responses to the
thoughts of others.
Interacting
Writing
Speaking
Reading
21st
Century
Skills
Listening
WHAT is SWIRL?
WHAT are 21st Century Skills?
• Kansas City, Kansas School District defines its 21st
Century Literacy standards as
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citizenship
curiosity
creativity
communication
critical thinking/problem solving
compassion
composure
collaboration
WHY Socratic Circles: The Effects
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SWIRL (Speaking Writing Interacting Reading Listening)
Students aren’t bored
Increased self-perception and awareness
Cultural understanding
Cooperating with each other
Problem solving
Critically thinking
Independence
Soft skills
Source: Pihlgren, Ann S. Thoughtful Dialogues and Socratic Seminars. Rep. Ignite
Research, Oct. 2014. Web. 13 June 2016.
HOW can I effectively structure Socratic seminar
to engage students?
HOW: The Research
Top Ten
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Create a cooperative culture: Norms, rules, structure
Scaffolding (Ultimate goal: completely student-led)
Give students a “way” to read the text (annotate, close read)
Model annotation of the text
Discussion before reading the text
Pair Socratic seminar with supportive activities before AND after
End with a written reflection
Make time for independent reflection and analysis
Read the text several times: not on the same day
Feel free to use photos, pictures, songs, video clips, etc. instead of text
Source: Pihlgren, Ann S. Thoughtful Dialogues and Socratic Seminars. Rep.
Ignite Research, Oct. 2014. Web. 13 June 2016.
BEFORE Socratic Circles
• Anticipatory set
– Personal, thematic question
• Close Reading, Annotating, and Analysis
– Reading the piece three times
• Pre-Socratic Whole Class Quick Share Out
• Pre-Socratic Writing
BEFORE Socratic Circles
• Anticipatory set
– Personal, thematic question
• Close Reading, Annotating, and Analysis
– Reading the piece three times
• Pre-Socratic Writing
• Pre-Socratic Whole Class Quick Share Out
BEFORE Socratic Circles
• Anticipatory set
– Personal, thematic question
• Think Write Pair Share
• Share with the class (kinesthetically)
BEFORE Socratic Circles
• Close Reading, Annotating, and Analysis
– 1st:Teacher will read the piece aloud for flow while students
follow along AND circle unknown words
• Define unknown words
– 2nd: Student volunteers read aloud while students continue to
annotate by underlining three interesting pieces/connections
– 3rd: Students read it silently and independently to analyze it by
writing…
• Examples depending on the text:
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Explain 1 of your 3 personal connections in a paragraph
Write at least 3 questions you have about the text
Explain 1 thing you agree /disagree with in the text and why
Explain something you like/dislike about the text and why
– Shoulder partner share
• This usually leads into a natural conversation
Workshop Participation Piece
• Reflection question:
– Is love different from friendship? Explain your
answer.
• No more than 3 minutes to think, write, and share with
a shoulder partner.
Workshop Participation Piece
• Kinesthetic Full Class Share Out:
– Stand if you think that love and friendship are
the same.
• Keep standing if you want to explain your answer.
– Stand if you think that love and friendship are
different.
• Keep standing if you want to explain your answer.
– Stand if you’re “somewhere in the middle”.
• Keep standing if you want to explain your answer.
Workshop Participation Piece
• Close Read:
– 1: Mrs. Buck will read it for flow. Everyone should
circle all unknown/unfamiliar words. We will have
time to define them.
– 2: Student volunteers will read. Everyone should
underline at least 3 interesting parts/ personal
connections
• We will take 3 minutes to write out 3 questions about
the text. Work with your partner(s) and be ready for a
kinesthetic share out of ONE of your questions.
Workshop Participation Piece
• For our third read, re-read the piece silently
on your own AND answer one of the prompts
below.
• Write a 75-word paragraph that explains one of your
personal connections
• Write a 75-word paragraph explaining 1 thing you like
about the text and why
• Write a 75-word paragraph explaining 1 thing you
dislike about the text and why
Workshop Participation Piece
I really like the part of the text that says “you
could be in love with someone who doesn’t
reciprocate your feeling, but it is incoherent to say
that one has a nonreciprocal friendship.” This
section kind of rocked my world because, to me, it
perfectly explains the difference between love and
friendship. True friendship has to be a two-way
street. It kind of makes me feel good to think that
when I call someone a friend and when they label
me as a friend, that I share a genuine bond with
that other person. (95 words)
Workshop Participation Piece
• Share your writing with a partner.
– Feel free to read it to them, or to let them read it
for themselves.
• Write one question or one positive comment on your
partner’s paper.
Workshop Participation Piece
• “Poetry” Summary
– Choose one line from the piece that is the most
interesting to you.
– Choose one word from the piece that you feel is
important
– Choose one word that you think summarizes the
poem
SHOW VIDEO
BEFORE
Socratic Circles
• Pre-Socratic Whole
Class Share Out
– 1 Phrase, 1 Word
– VIDEO EXAMPLE
DURING Socratic Circles
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Re-read the text independently and silently
One-Sentence Review
Review Norms
Review Conversation Starters
• Class Discussion / Socratic seminar
– Inside/Outside circles, 2 sessions
One Sentence Review
• What is your opinion / your thoughts / your
feelings about the piece from last time?
– Write at least a sentence.
NORMS
Speak so that all can hear you.
Listen closely.
Speak without raising hands.
Talk to each other and NOT Mrs. Buck.
Refer to the text.
Allow others to speak.
Consider all viewpoints and ideas.
Know that YOU are responsible for the quality of
the seminar.
• Understand that this is NOT a debate.
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WHAT ARE YOU TRYING TO DO?
Comment On The Piece
• I feel…
• I believe…
• When I read the part that said…it made me
think…
• In my opinion…
• I think…
WHAT ARE YOU TRYING TO DO?
Pose A Question
• (Person’s Name), can you explain what you
mean?
• I did not understand (Person’s Name), could you
repeat that please?
• When you said (their comment), did you mean
(paraphrase what you think they said)
• Can you say more about that?
• Couldn’t it also be that…?
WHAT ARE YOU TRYING TO DO?
Respond To Another’s Comment
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I agree with what you said because…
I disagree with what you said because…
I’d like to add…
After listening to what you said, I think…
Your comment of…made me think…
INSIDE AND OUTSIDE CIRCLES
• Inside Circle
– Full SWIRL
• Outside Circle
– W & L only
• Back Channeling
– TodaysMeet.com
– BackChannelChat.com
– Tackk.com
– Fire Seat
• Switch Places for a second round of discussion
AFTER Socratic Circles
• Reflection Writing
• Self-Evaluation of their SWIRL
AFTER Socratic Circles
• At first I was thinking…now I’m
thinking…because…
STUDENT SAMPLES
STUDENT SAMPLES
SWIRL SELF-EVALUATION
Directions: Put a check mark next to everything you accomplished during this
week’s Socratic Seminar lessons.
Speaking
___I spoke voluntarily at least twice
___I spoke loud and clear
___My comments concerned the text, questions, or other’s statements
Writing
___I wrote a clarifying question about the text
___I wrote personal connections about the text
___I wrote answers to all questions about the text
SWIRL SELF-EVALUATION
Interacting
___I used other people’s names
___I showed respect to others in my comments
___I showed respect to others in my conduct
Reading
___I followed along when Mrs. Buck read for flow
___I annotated the text
___I read the text on my own
Listening
___I looked at the person speaking
___I didn’t talk when someone else talked
___I politely asked if I couldn’t hear or understand someone’s comments
What will you do to improve your performance next week?
So What?
“…students are gaining deeper understanding of
literature and heightened interest in reading and
writing. They are learning to think critically and
to respect the opinions of their peers.”
Source: Copeland, Matt. Socratic Circles: Fostering Critical and Creative
Thinking in Middle and High School. Portland, Me.: Stenhouse, 2005. Print.
“We spend the first year of a child's life teaching it to walk and
talk and the rest of its life to shut up and sit down.
There's something wrong
there.”
~Neil deGrasse Tyson,
astrophysicist
RESOURCES
• Copeland, Matt. Socratic Circles: Fostering Critical and
Creative Thinking in Middle and High School. Portland,
Me.: Stenhouse, 2005. Print.
• Cuny, Casey. "What Is the Value of Life? and Other
Socratic Questions." Educational Leadership 72.3
(2014): 54-58. Academic Search Complete [EBSCO].
Web. 15 June 2016.
• Pihlgren, Ann S. Thoughtful Dialogues and Socratic
Seminars. Rep. Ignite Research, Oct. 2014. Web. 13
June 2016.