1. Purpose of Socratic Circle: Dialog, Not Debate
Debate Dialog
Purpose Prove other side Increase
wrong understanding
Attitude Cooperation Collaboration
Listening For flaws in argument For deeper meaning
Your mind Is closed Is open and flexible
The basic purpose of our circle discussions is to
• expand our ideas
• deepen our thinking
• gain new insights
• appreciate other perspectives.
It is not to come to a particular conclusion (the “right”
answer)
or necessarily to any conclusion at all.

2. Ground Rules
Make sure everyone is heard
Speak so all can hear
Listen closely
Invite and allow others to speak
Focus on participation, not on Mrs. Hayes
Talk to each other, not to Mrs. H
Speak without raising hands
No interrupting
You are responsible for the quality of the
discussion
Complete your preparation on time
Refer to the text to support your ideas
Ask for clarification or elaboration if you are confused
Respectfully consider all ideas

3. Partner Observations
Tally each time your partner:
Speaks in discussion
Looks at the person who is speaking
Refers to text (either when speaking or listening)
Asks a question
Responds to another speaker
Interrupts another speaker
Reflect after discussion:
• What was the most interesting thing your partner
contributed?
• What would you have liked to have said in the discussion?

4. Discussant Reflection
What was the best point made in the discussion?
What ideas did you agree with?
What ideas did you disagree with?
What questions were left unanswered?
What did you contribute to the discussion?
Who were the top three contributors?
What was your overall evaluation of the circle discussion?

5. How to build on others’ ideas
“I see what you’re saying. Would that also mean. . .?”
“Yes, that’s true, but it’s also true that. . .”
“Another example [reason, idea, explanation] is. . .”
“As ___ already mentioned. . .”
“I’d like to add to ___’s comment. . .
“___ made a good point that ____, but I’m also wondering. . .”
[but I interpreted that to mean.
. .]”
“This point reminds me of . . .”
“I don’t agree because. . .”
“That’s a good idea, but. . .”

6. Objectives for Circle Discussions
Identify and formulate higher level questions to
help me make connections and think more
critically.
Ask and respond to questions about the text that
raise more questions for this discussion.
Consider and respect other possible
perspectives on the same text.

7. Minnesota Language Arts
Standards
Reading Anchor Standards
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as
well as the relevance and sufficiency of the evidence.
Read and comprehend complex literary and informational texts independently and proficiently.
Speaking and Listening Anchor Standards
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.

8. Minnesota 8th Grade Standards
8th Grade Reading Standards
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
8th Grade Speaking and Listening Standards
Come to discussions prepared having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
Follow rules for collegial discussions.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments
with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views
in light of the evidence presented.