Term

Summer 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Letitia E. Basford

Secondary Advisor/Reader One

Kelly Mack

Peer-Reviewer/Reader Two

Leah Sedler

Abstract

This paper explores how the Socratic seminar method, in its fullest form, increases student participation and engagement in the areas of higher order thinking, text dependence, and listening and responding skills. Using classroom observations and student feedback from my 10th grade English class, I describe the various transformations that have occurred as a result of implementing research-based best practices around the Socratic seminar method, and consider their broader implications for teachers teaching this method. Findings show the value of gathering student feedback, utilizing peer critique, implicitly teaching and practicing desired competencies, and incorporating the learning of lifelong skills into curriculum.

Research Methodology

Action Research, Focus Group, Observation, Survey (attitude scale, opinion, questionnaire)

Included in

Education Commons

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