Three Group Socratic Seminar

The Three Group Socratic Seminar is similar to a traditional Socratic seminar in that all knowledge is shared and constructed collaboratively. The major difference is seen in the Socratic circle and how the discussion takes shape. In this activity, students work in groups of three. There is a representative or spokesperson in each group who speaks to the circle. This type of Socratic seminar tends to be more structured and supported.

Where is this in the Reading Process: Step 5

Explicitly Teach: Explain. Connect. Model. Practice.

Cycle of Independence: I do. We do. They do. You do.

Origin: Mortimer Adler, Director of the Institute for Philosophical Research in Chicago and author of The Paideia Proposal: An Educational Manifesto.

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Three Group Socratic Seminar Step-By-Step Process

Plan your lesson Plan your lesson

Planning Journal

Teach the skill Teach the skill

Student Activity
Interactive Lesson

Differentiate and support learning Differentiate and support learning

Sample Questions
Dis/Agree Starters
Analysis Starters
Reading Rubrics

Assess and track growth Assess and track growth

Performance Tracker
Teacher Reflection

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

Read closely to determine what the text says explicitly and to make logical inferences from it; and cite specific evidence when writing or speaking to support conclusions drawn from the text.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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