I have been doing philosophy with children in circle-based communities of inquiry for years. Socratic circles can absolutely be transformative when done well. Though I do wonder how soceital dynamics map onto circle dynamics. Socratic circles can be equalizing, yes, but how do we make them truly equitable? How do I make the Brown kid in my circle believe that he is free to take up as much space as the white kid who has already spoken (thoughtfully) four times? I do my best to invite all voices in but I'd be curious to hear your thoughts.
Thanks for commenting and sharing your experience with Circles.
To help the dynamics you mention from filtering into these types of discussions I would do two things.
1. Implement NOSTUESO or No One Speaks Twice Until Everyone Speaks Once.
2. I like to grade students on their Socratic Circle participation (see my post for a link to the rubric I used). A part of their rubric rewarded students for balancing speaking and listening and actually penalized students for dominating the conversation - I know diving into grading and grading Circles specifically can bring up strong feelings but these two approaches did help to level the playing field so to speak during these types of engagements.
Let me know what you think of these strategies and whether or not you have employed any others to achieve the desired equity results you mentioned.
What a great pleasure it was to read The Hook and the Circle!
Your reference to the use of Socratic Circle was very interesting.
As a long time classroom practitioner of Socratic Seminars as well as an educational consultant and presenter of Socratic Seminar leadership skills professional development across the nation, I have researched many similar whole-class discussion strategies. Just to name as few:
• Junior Great Books
• Touchstone Discussion Project
• Socratic Circles
• Harkness Discussions
Each of these are powerful formats for engaging K-12 students in critical thinking, close reading, and civility. I would have been very pleased if my own children were in a class using one or more of these strategies.
Your reference to the work of Project Zero echoes much of my beliefs about best practices of teaching and learning.
Thanks again! I will be following you from now on!
In the meantime, please know that my posts on Substack are all about promoting Socratic Seminars and supporting teachers in the Art and Practice of Socratic Seminars.
I am sharing with you one of my posts that I believe you and others might appreciate and find useful:
Thanks Oscar, is great to learn about your work and would love to learn more. Will send you a DM to set up a possible time to chat if you’re up for it.
Plus I dedicate an entire chapter in my recently released book - Learning Environment - that goes deeper into the ideas I wrote about it in the Hook and the Circle post in case you or others are looking for something more.
The sighs and groans in your classroom are not a failure of hooks or visible thinking routines. They are the sound of a captive audience. No pedagogy, no matter how passionate, can fully overcome the resistance of students who have no choice but to be there. Make attendance voluntary, and the only people in your room will be the ones who want to learn — no hooks required.
I have been doing philosophy with children in circle-based communities of inquiry for years. Socratic circles can absolutely be transformative when done well. Though I do wonder how soceital dynamics map onto circle dynamics. Socratic circles can be equalizing, yes, but how do we make them truly equitable? How do I make the Brown kid in my circle believe that he is free to take up as much space as the white kid who has already spoken (thoughtfully) four times? I do my best to invite all voices in but I'd be curious to hear your thoughts.
Thanks for commenting and sharing your experience with Circles.
To help the dynamics you mention from filtering into these types of discussions I would do two things.
1. Implement NOSTUESO or No One Speaks Twice Until Everyone Speaks Once.
2. I like to grade students on their Socratic Circle participation (see my post for a link to the rubric I used). A part of their rubric rewarded students for balancing speaking and listening and actually penalized students for dominating the conversation - I know diving into grading and grading Circles specifically can bring up strong feelings but these two approaches did help to level the playing field so to speak during these types of engagements.
Let me know what you think of these strategies and whether or not you have employed any others to achieve the desired equity results you mentioned.
Thanks! I've used popsicle sticks. Every student gets 3-5 sticks and they have to "spend" at least one on a thoughtful contribution to the discussion.
Hello Jared,
What a great pleasure it was to read The Hook and the Circle!
Your reference to the use of Socratic Circle was very interesting.
As a long time classroom practitioner of Socratic Seminars as well as an educational consultant and presenter of Socratic Seminar leadership skills professional development across the nation, I have researched many similar whole-class discussion strategies. Just to name as few:
• Junior Great Books
• Touchstone Discussion Project
• Socratic Circles
• Harkness Discussions
Each of these are powerful formats for engaging K-12 students in critical thinking, close reading, and civility. I would have been very pleased if my own children were in a class using one or more of these strategies.
Your reference to the work of Project Zero echoes much of my beliefs about best practices of teaching and learning.
Thanks again! I will be following you from now on!
In the meantime, please know that my posts on Substack are all about promoting Socratic Seminars and supporting teachers in the Art and Practice of Socratic Seminars.
I am sharing with you one of my posts that I believe you and others might appreciate and find useful:
https://socraticseminarsintl.substack.com/p/creating-culture-socratic-seminars?r=1s0ihl
Best regards, Oscar
Thanks Oscar, is great to learn about your work and would love to learn more. Will send you a DM to set up a possible time to chat if you’re up for it.
Plus I dedicate an entire chapter in my recently released book - Learning Environment - that goes deeper into the ideas I wrote about it in the Hook and the Circle post in case you or others are looking for something more.
The sighs and groans in your classroom are not a failure of hooks or visible thinking routines. They are the sound of a captive audience. No pedagogy, no matter how passionate, can fully overcome the resistance of students who have no choice but to be there. Make attendance voluntary, and the only people in your room will be the ones who want to learn — no hooks required.