Editing Socratic method (section)

====Various approaches to Socratic seminar====
Teachers use Socratic seminar in different ways. The structure it takes may look different in each classroom. While this is not an exhaustive list, teachers may use one of the following structures to administer Socratic seminar:

# ''Inner/outer circle or fishbowl'': Students need to be arranged in inner and outer circles. The inner circle engages in discussion about the text. The outer circle observes the inner circle, while taking notes. The outer circle shares their [[observations]] and questions the inner circle with guidance from the teacher/facilitator. Students use constructive [[criticism]] as opposed to making judgements. The students on the outside keep track of topics they would like to discuss as part of the debrief. Participants in the outer circle can use an observation checklist or notes form to monitor the participants in the inner circle. These tools will provide structure for listening and give the outside members specific details to discuss later in the seminar.<ref name=Copeland/><ref name=Furman /> The teacher may also sit in the circle but at the same height as the students.<ref name=Chowning>{{cite journal|last=Ting Chowning|first=Jeanne|title=Socratic Seminars in Science Class|journal=[[The Science Teacher]] | publisher = [[National Science Teachers Association]]|date=October 2009|volume=76|issue=7|page=38}}</ref>
# ''Triad'': Students are arranged so that each participant (called a "pilot") in the inner circle has two "co-pilots" sitting behind them on either side. Pilots are the speakers because they are in the inner circle; co-pilots are in the outer circle and only speak during consultation. The seminar proceeds as any other seminar. At a point in the seminar, the [[facilitator]] pauses the discussion and instructs the triad to talk to each other. Conversation will be about topics that need more in-depth discussion or a question posed by the leader. Sometimes triads will be asked by the facilitator to come up with a new question. Any time during a triad conversation, group members can switch seats and one of the co-pilots can sit in the pilot's seat. Only during that time is the switching of seats allowed. This structure allows for students to speak, who may not yet have the confidence to speak in the large group. This type of seminar involves all students instead of just the students in the inner and outer circles.<ref name=Furman />
# ''Simultaneous seminars'': Students are arranged in multiple small groups and placed as far as possible from each other. Following the guidelines of the Socratic seminar, students engage in small group discussions. Simultaneous seminars are typically done with experienced students who need little guidance and can engage in a discussion without assistance from a teacher/facilitator. According to the literature, this type of seminar is beneficial for teachers who want students to explore a variety of texts around a main issue or topic. Each small group may have a different text to read/view and discuss. A larger Socratic seminar can then occur as a discussion about how each text corresponds with one another. Simultaneous Seminars can also be used for a particularly difficult text. Students can work through different issues and key passages from the text.<ref>{{cite journal|last=Gose|first=Michael|title=When Socratic Dialogue is Flagging: Questions and Strategies for Engaging Students|journal=College Teaching|date=January 2009|volume=57|issue=1|page=46|doi=10.3200/CTCH.57.1.45-50|s2cid=144482413}}</ref>

No matter what structure the teacher employs, the basic premise of the seminar/circles is to turn partial control and direction of the classroom over to the students. The seminars encourage students to work together, creating meaning from the text and to stay away from trying to find a correct interpretation. The emphasis is on critical and creative thinking.<ref name=Copeland />