Discussion Protocols

Discussion Protocols

 

Protocols for Discussing a Reading or Text

Socratic Seminar

• What: A Socratic Seminar is a collaborative discussion where students delve deeply into a text, idea, or topic through open-ended exploration. The primary goal is to develop a nuanced understanding by actively challenging assumptions and engaging in respectful dialogue.
• How:
  • Text Selection: Choose a thought-provoking text or topic that invites multiple interpretations and perspectives. This could be a literary work, historical document, article, poem, or any content that encourages meaningful discussion.
  • Student Preparation: Distribute the chosen text to students in advance. Students read the text and take notes, highlighting important points, questions, and passages they find intriguing or puzzling. They develop a set of open-ended questions related to the text. These questions should encourage critical thinking and invite students to consider different viewpoints. Avoid questions with simple “yes” or “no” answers.
  • Seminar Setup: Arrange the seating in a circle or U-shape to facilitate eye contact and conversation. A facilitator (teacher or discussion leader) guides the seminar but does not dominate the conversation.
  • Student-Led Discussion: Start the seminar by posing an open-ended question. This question should serve as a catalyst for the discussion and exploration of the text. Students take turns responding to the initial question and sharing their insights. They can build on each other’s responses, challenge ideas, and pose further questions to the group. Students or a facilitator use questions to guide the conversation. These questions encourage students to think more deeply, examine assumptions, and analyze the implications of their ideas. Encourage students to support their opinions with evidence from the text. This helps ground the discussion in the material being explored.
  • Debrief and Shared Reflection: After the seminar, facilitate a shared reflection session where students discuss their learning, the effectiveness of the dialogue, and how their understanding evolved.

Paideia Seminar

• What: A Paideia Seminar is a specific type of Socratic Seminar developed by the National Paideia Center. It follows a structured cycle designed to facilitate deep understanding and critical thinking through discussion. Paideia Seminars emphasize both intellectual and social skills development, with specific learning objectives for each session.
• How:
  • Preparation: Students are given a specific text to read, analyze, and annotate individually. This text could be a piece of literature, a historical document, or any content that sparks thoughtful discussion. Students take notes and prepare their insights before the seminar.
  • Initial Questioning: At the beginning of the seminar, an open-ended question related to the text is presented. This question serves as the starting point for the discussion. It should encourage multiple perspectives and interpretations.
  • Shared Inquiry: Students engage in a group discussion focused on the initial question. They share their interpretations, thoughts, and observations about the text. The emphasis is on active listening, respecting differing viewpoints, and building on each other’s ideas. Throughout the discussion, students are encouraged to support their ideas with evidence from the text. This promotes a deeper understanding of the material and helps avoid speculative or baseless claims.
  • Socratic Dialogue: The facilitator guides the conversation using specific Socratic questioning techniques that encourage students to explore the text’s complexities, analyze assumptions, and strengthen their arguments with textual evidence.
  • Summative Questioning: Toward the end of the seminar, a final question is posed that encourages students to reflect on the overall themes, insights, and implications of the discussion.
  • Post-Seminar Reflection: Students engage in a reflective writing process. They may write about what they learned, how their understanding evolved, or how their perspective was influenced by the seminar.
  • Assessment and Feedback: Provide feedback on their post-seminar reflections. Assessment focuses on critical thinking and the ability to substantiate ideas with textual evidence in their reflections.

 

Save the Last Word

• What: Save the Last Word is an interactive and structured format used to facilitate thoughtful and focused discussions. It encourages students to engage deeply with a text, topic, or idea by sharing their insights and allowing one student to have the final word on a particular point. This protocol promotes active listening, critical thinking, and respectful communication.
• How:
  • Select and Prepare a Text: Choose a text or passage that is rich in content and lends itself to various interpretations. Divide the selected text into smaller sections or paragraphs. Each section should be substantial enough to prompt meaningful discussion.
  • Read and Annotate: Distribute the text to students and have them read and annotate the assigned sections individually. Encourage students to highlight important points, jot down questions, and note their personal insights.
  • Small Group Discussion: Divide students into small groups. In these groups, students take turns sharing their thoughts on the section they annotated. This allows for a focused and in-depth discussion within smaller groups.
  • “Save the Last Word”: After discussing a section, one student in each group is selected to “save the last word.” This means they share the most significant point or insight from their discussion. Others listen attentively without immediately responding.
  • Open Discussion: After all the students have had the opportunity to “save the last word” within their groups, bring the entire group together for a larger discussion. Each student now shares the point that their group member saved as the last word. This encourages diversity of perspectives and ensures that all students’ insights are represented.
  • Listening and Responding: As each student shares their “last word” point, others in the group listen carefully. After everyone has shared, students can respond to the points made, offer additional insights, ask questions, and engage in a broader conversation.
  • Reflective Closing: Conclude the discussion by allowing students to reflect on the process and the insights that emerged. Encourage them to consider how their understanding of the text or topic evolved through the discussion.

 

Protocols to Encourage Participation

Fishbowl

• What: A Fishbowl Discussion is a structured conversation format used to facilitate open dialogue and exploration of a topic or issue. It involves dividing students into two distinct groups: those actively participating in the discussion (the “fishbowl” group) and those observing the discussion (the “outer circle” or “audience” group). It encourages focused discourse, active listening, and thoughtful reflection.
• How:
  • Set Up the Space: Arrange chairs in a circle, with an inner circle (the fishbowl) and an outer circle (the audience). The inner circle should have fewer chairs than the outer circle.
  • Fishbowl Students: Invite a small group of students (typically around 4–6 individuals) to sit in the inner circle. These students will be actively engaging in the discussion.
  • Discussion Start: The discussion begins with a prompt or question related to the chosen topic. A facilitator can introduce the topic and set the context.
  • Fishbowl Discussion: The students in the fishbowl engage in a discussion on the topic. They share their thoughts, ideas, perspectives, and insights. The conversation can be facilitated by a moderator who keeps the discussion focused and ensures that all students have a chance to speak.
  • Audience Observers: The students in the outer circle (audience) observe the discussion in the fishbowl without participating initially. They listen attentively and take notes on the points raised by the fishbowl students.
  • Rotation or Open Seat: Depending on the desired structure, there are a couple of options:
    • Rotation: After a set period of time (e.g., 10–15 minutes), the audience students can rotate into the fishbowl to replace a fishbowl student. This allows more individuals to actively participate in the conversation.
    • Open Seat: Alternatively, an empty chair can be left in the fishbowl, and any audience member who wants to join the discussion can take that seat. This offers flexibility for individuals to join the discussion when they are ready.
  • Discussion Continuation: The discussion continues with the new students in the fishbowl contributing their thoughts and insights.
  • Audience Engagement: Students in the fishbowl initially move to the audience, becoming observers. They can share their observations, reflections, and responses to the ongoing discussion.
  • Facilitated Closure: The facilitator wraps up the discussion by summarizing key points, inviting final thoughts, and facilitating a reflection on the insights gained during the Fishbowl Discussion.

 

Concentric Circles

• What: The Concentric Circle Discussion is a structured conversation format designed to facilitate dynamic and interactive discussions. This format encourages meaningful interactions and the exchange of ideas by organizing students into two or more circles that are positioned concentrically (one inside the other). It promotes diverse viewpoints, active listening, and engagement with the topic under consideration.
• How:
  • Set Up the Space: Arrange chairs in circles, with each inner circle representing a smaller group of students. The circles should be positioned one inside the other, like concentric rings.
  • Introduce the Format: Explain the Concentric Circle Discussion format to students. Let them know that they will be engaging in a dynamic and interactive conversation with individuals from different circles.
  • Circle Assignments: Assign students to different circles based on the total number of students and the desired structure. The inner circle typically has fewer students, and the number of circles can vary based on the size of the group.
  • Discussion Start: Introduce the topic or question that will be discussed. Either the facilitator will guide the discussion, or students will take turns moderating.
  • Inner Circle Discussion: Students in the inner circle (the smaller circle) start the discussion by sharing their thoughts, ideas, and viewpoints on the topic. This circle serves as the starting point for the conversation
  • Outer Circle Listening: Students in the outer circle (the larger circle) listen attentively to the discussion happening in the inner circle. They can take notes on key points, insights, or questions that arise.
  • Rotation: After a set period (e.g., 5–10 minutes), the outer circle rotates one step clockwise. This means that students from the outer circle move into the inner circle, while students from the inner circle move to the outer circle. The discussion continues with the new students in the inner circle sharing their thoughts and insights. The students in the outer circle contribute by responding to the ideas presented in the inner circle.
  • Multiple Rotations: You can repeat the rotation process multiple times, allowing students to engage in discussions with different individuals from various circles.
  • Closure and Reflection: After several rotations, the facilitator can conclude the discussion by summarizing key points, inviting students to share their takeaways, and encouraging reflection on the insights gained.

 

Philosophical Chairs

• What: A Philosophical Chairs Discussion is a structured debate format that encourages critical thinking, respectful argumentation, and the development of persuasive communication skills. Students engage in a debate-style conversation while seated in two separate “sides” or “chairs,” representing different viewpoints on a given topic.
• How:
  • Select a Controversial Topic: Choose a topic that is thought-provoking, debatable, and relevant to the students. The topic should have multiple perspectives that can be argued.
  • Set Up the Space: Arrange chairs in two facing rows or semi-circles, with one side representing the “agree” or “support” viewpoint and the other side representing the “disagree” or “oppose” viewpoint.
  • Introduction to the Format: Explain the Philosophical Chairs Discussion format to students. Clarify that the goal is to engage in a structured debate where students present arguments, listen to opposing viewpoints, and engage in respectful discourse.
  • Initial Position: Students initially take a seat on the side that aligns with their initial viewpoint on the topic. This is the side they “agree” or “disagree” with.
  • Opening Statements: Each student is given the opportunity to provide a brief opening statement presenting their viewpoint on the topic. These statements should be concise and focus on the main arguments.
  • Structured Debate: Students take turns presenting their arguments, counterarguments, and evidence to support their position. They respond to each other’s points, engaging in a back-and-forth discussion.
  • Facilitator Role: A facilitator or moderator ensures that the discussion remains respectful, on-topic, and well-structured. They can also guide the discussion using Socratic questioning techniques.
  • Switching Sides: After a set period of time or after a few rounds of arguments, students are instructed to “switch sides.” This means that they move and adopt the opposing viewpoint.
  • Counterarguments: On their new side, students present counterarguments to the points made by the previous side. This requires students to think critically and engage with opposing viewpoints.
  • Open Discussion: As the debate progresses, the discussion may naturally evolve into more free-form dialogue. Students can engage in open conversation, addressing specific points and responding to each other’s arguments.
  • Reflection: Conclude the discussion with a period of reflection. Students can share how their perspective evolved during the debate, which arguments they found most convincing, and the insights that they gained.

Structured Academic Controversy

• What: Structured Academie Controversy (SAC) is a teaching and learning strategy that encourages students to engage in structured debates and discussions around complex and controversial topics. SACs are commonly used to promote critical thinking, collaboration, research skills, and the development of well-informed arguments. The key feature of a SAC is its structured format, which guides students through a series of steps to explore and debate differing viewpoints on a specific issue.
• How:
  • Select a Topic: Choose a topic, issue, or question that is thought-provoking and has multiple perspectives. This topic should stimulate critical thinking and debate.
  • Form Teams: Divide the class into small teams, usually consisting of four students each. Within each team, there are typically two pairs of students who will take opposing viewpoints.
  • Pair Up: Within each team, break the students into two pairs. Each pair takes one of the opposing viewpoints on the chosen topic. For example, if the topic is “Should the voting age be lowered?” one pair might argue “Yes,” while the other argues “No.”
  • Research and Preparation: Each pair is responsible for researching and preparing arguments to support their assigned viewpoint. This research may involve reading articles, analyzing data, or conducting interviews to gather evidence.
  • Collaborative Pre-discussion: The two pairs within each team meet to discuss their findings and refine their arguments. They should be able to articulate their viewpoint clearly and be prepared to counter opposing arguments.
  • Structured Debate: Teams from different pairs come together for a structured debate. The debate typically follows this format:
    • Pair A presents its argument.
    • Pair B presents its argument.
    • Pair A and Pair B engage in a rebuttal or counter-argument phase.
    • Pair B and Pair A engage in a rebuttal or counter-argument phase.
    • The entire team participates in a reflection or synthesis phase.
  • Role Switch: After the debate, students switch roles within their pairs. This means that students who initially argued in favor of a position now argue against it, and vice versa.
  • Second Debate: Students engage in a second structured debate, with each pair now arguing the opposite of their original viewpoint.
  • Reflection and Synthesis: After the second debate, the entire team reflects on the experience. This can include discussing how their thinking evolved, what arguments were most persuasive, and what they learned from engaging with opposing viewpoints.

 

Speed Dating

• What: Speed Dating is an interactive and engaging teaching technique used to encourage rapid and focused discussions on a specific topic or set of questions. It is named after the concept of speed dating in the dating world, where individuals have short, timed interactions with multiple potential partners. In an educational context, it allows students to engage in brief, structured discussions with several peers, promoting diverse perspectives and active participation.
• How:
  • Define Discussion Topics or Questions: Determine the specific topics, questions, or prompts that you want students to discuss.
  • Set Up Stations: Arrange the physical or virtual space to create multiple discussion “stations” or “tables.” Each station should have a table or designated area where a small group of students can sit or stand.
  • Rotation: Students are divided into small groups, typically pairs or trios, and assigned to a starting station. One student in each group is designated as the “speaker” for the first round.
  • Timed Discussion: Set a specific time limit (e.g., 3-5 minutes) for each discussion round. During this time, the speaker at each station shares their thoughts, responds to the discussion prompt, or addresses the question.
  • Active Listening: While one student is speaking, the others in the group actively listen and engage in the conversation. Students should avoid interrupting and allow the speaker to express their thoughts fully.
  • Rotation and Repeat: After the time limit expires, students rotate to the next station in a predetermined direction (e.g., clockwise). The speaker role shifts to another member of the group.
  • Discussion Continues: At each new station, participants engage in a discussion on the same topic or question as before, responding to what the previous speaker said and adding their own insight. The conversation continues until all students have visited each station.
  • Reflection: After all rotations are complete, reconvene the whole group for a reflective discussion. Students can share key insights, common themes, and interesting perspectives they encountered during the Speed Dating activity.

 

Alternative Discussion Protocols

Chalk Talk

• What: Alternative Discussion Protocols is a unique and interactive discussion format that encourages students to contribute their thoughts, ideas, and responses to a topic or question in a written format. Unlike traditional discussions, this method is executed in silence, using written words or drawings to facilitate meaningful engagement and reflection. It promotes deep thinking, collaboration, and the exchange of diverse viewpoints.
• How:
  • Prepare the Space: Set up a large space, such as a wall, whiteboard, or poster paper, where students can contribute their written responses. You’ll also need writing materials such as markers, chalk, or sticky notes.
  • Introduce the Chalk Talk: Explain the Chalk Talk format to students. Let them know that they will be contributing their thoughts in a written form and that they should focus on the topic or question provided.
  • Silent Contribution: Invite students to approach the designated space one by one, silently adding their written responses, ideas, or drawings related to the topic. Students should respect others’ contributions and avoid speaking during this phase.
  • Visual Exchange: As students contribute, a visual representation of the collective thoughts and ideas will emerge on the space. Students can read others’ contributions as they add their own.
  • Reflect and Respond: After the initial round of contributions, students can return to the space to read what others have written. They can add comments, questions, or reflections to existing contributions if desired.
  • Group Discussion or Reflection: After the Chalk Talk is complete, you can transition into a group discussion or reflection session. Students can share their observations about the patterns, common themes, and diversity of perspectives that emerged.