2. Underage children are required by the state of California to attend school, but there are some who believe school attendance should be voluntary. What are your thoughts?
3. Should companies advertise and market goods to children? Take into account the article: 'Bestseller in MidEast: Barbie with a Prayer Mat,' when developing your statement. Also consider the profits made by Disney in marketing the movie, Frozen, as well as merchandise which has generated over two billion dollars for the company.
4. Our first amendment right protects us as people from Congress possibly passing a law that might infringe on my freedom of speech or of the press, so should their be a limitation on freedom of speech, or should I have total freedom to say what I feel?
5. Is television better than reading books?
6. Define what it means to be an American?
7. The New England Patriots were accused of deflating the football in the AFC Championship Game win against the Indianapolis Colts, and supposedly an attendant or ball boy may have had some impact on the deflation. Should Tom Brady, as having had the final say on his choice of game balls, have taken responsibility for the deflated balls?
8. There is a lot of research out there on the benefits of animals and their caregivers. Some individuals suggest that schools would benefit from opening their doors to having more pets at school. Should schools have therapy dogs and pets at school?
9. Should citizens of the United States of America be fined for not exercising their right to vote?
10. Should high school students be expected to pass a citizenship exam, a battery of basic test questions covering topics on the Constitution, ones rights as an individual, symbology of the country, and basic historical facts about the founders and contributors of the United States of America, in order to graduate from high school?
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https://www.classicalu.com/wp-content/uploads/2017/03/Audio-Into-to-Socratic-Teaching-.mp3ENGLISH LANGUAGE ARTS –READING STEPHEN F. AUSTIN MIDDLE SCHOOL STRUCTURE AND ELEMENTS OF FICTION –“THE TELLTALE HEART” During the Socratic Seminar, Ms. Sloss facilitates students as they discuss a text or topic. To guide discussion, students create questions to pose during the seminar; however, in order to ask. The Socratic seminar is often discussed in the context of English language arts classes. Among its benefits, practitioners mention drawing on the value of open conversations to foster deep thinking and analysis, developing a group culture for learning, and enhancing communication skills.
Directions Step 1: Explain that Socratic Seminars are question-driven discussions, named after the great philosopher, Socrates, who used questions to teach his students.In these discussions people don't talk over one another; they listen to each other's comments respectfully; they don't attack anyone's opinions and they agree to disagree. Emoji Stems- Another fun way to get students talking is to make accountable talking a little more fun by adding in emojis. I created these emoji posters, task cards, and Socratic seminar props/prompts to take a little of the formality out of circle time. When students feel comfortable, they are more willing to open up and let their ideas flow. To use the props/prompts, have students pick an.
Socratic Teaching: How to Lead Effective Seminars and Socratic Discussions
Mortimer Adler once said, “a lecture is an exercise where the notes of the teacher become the notes of the student without passing through the minds of either.” How can classical educators avoid the folly of such lecturing and lead discussions so that both the mind of the teacher and the minds of students are fully engaged and illuminated by a growing, gradual perception of truth?
This course will be a living, growing course as we continue over the next year to add more video samples of great Socratic teachers in action in live seminars and classes. Check back every month or so to view samples additional teachers in action.
In this course, we address why classical educators must learn the skill of Socratic teaching, and describe several approaches to leading a Socratic seminar or discussion, noting various advantages and disadvantages associated with each approach. We do this by interviewing presenters who use each approach and by showing them leading live, recorded seminars and discussions. Here are four approaches described in the course:
- The St. Johns Approach
- The Harkness Method
- The Ambrose Method
- Hybrid Methods
This course will continue to develop as we visit schools and record teachers who lead excellent seminars and interview them!
Instructional Hours: 8.88, CEU Credits: 2
- An example of Socratic Teaching (Grant Horner)
- Introduction to Socratic Teaching Part 1 (Christopher Perrin)
- Introduction to Socratic Teaching Part 2 (Christopher Perrin)
- What is Socratic Teaching (Andrew Kern)
- Interview and Discussion with Andrew Kern
- Interview with veteran St. Johns tutor Eva Brann
- Interview with St. Johns tutor Hannah Hintze
- Recording of live seminar led by Hannah Hintze on the Odyssey
- Post seminar interview with Hannah Hintze
Eva Brann, PhD, tutor at St. Johns College (for over 60 years!)
Socratic Seminarms. Schroll's Ela Classes
Christopher Perrin, PhD, publisher with Classical Academic Press
Andrew Kern, President of the Circe Institute
Hannah Hintze, PhD, tutor at St. Johns College
Grant Horner, PhD, professor at The Master’s College, Humanities Educator at Trinity Classical Academy
Here are some useful books on Socratic teaching that we recommend.- Teach Like Socrates by Erick Wilberding: This book is a good general introduction to Socratic teaching with a survey of both ideas and practices.
- Socratic Circles by Matt Copeland: This books is useful in particular for teachers who teach classes of more than twenty students.
- Thinker’s Guide to The Art of Socratic Questioning by Richard Paul and Linda Elder: This is a pithy pamphlet or short book of 96 pages that presents a summary and survey of Socratic teaching.
To obtain a certification credit for this course, simply complete each presentation lesson or discussion in the course (by marking it complete or by taking the quiz) and then also take the certification test at the end of the course. The quizzes are designed to ensure that you have understood the essential content of each presentation, and they can be taken more than once if necessary. The cumulative certification test at the end of the course is given as a pass/fail test and requires that you upload one or more essays demonstrating your understanding of the course. (Please note that essays are simply evaluated by word count.) When you have completed the course, a certificate that you can print or email will become available within “My Courses” (accessible under “Courses” in the main menu when you are signed in as an active subscriber).
We recommend previewing the essay question within the end of course test before starting the course. This will help in guiding your note taking as you progress through the course. Please allow approximately 2 weeks for essay submissions to be reviewed.
Socratic Seminarms. Scrolls Ela Classes Free
By taking the course for certification credit, you also will be on your way to obtaining a Level 2 certification.
Lesson 1: An Example of Socratic Teaching
Preview