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)
Keywords
Socratic Seminar, Socratic Discussion
Recommended Citation
Vincent Hogshead, Rebekah Margaret, "How An English Teacher May Draw From The Socratic Seminar Method In Order To Further Engage Tenth Grade Students During Discussion" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4319.
https://digitalcommons.hamline.edu/hse_all/4319