How to use the Socratic method in your classroom

What is the Socratic method and why use it in education?

The Socratic method is, at its core, about asking questions of your students. 

Based on the way Socrates – a la ancient Greece – taught his pupils, this classroom approach prioritises quick-paced questioning and the challenging of solicited responses.

Generally, Socratic seminars focus on a text, like a book or article, that your students have read.

The Socratic method assumes that your students have come to class prepared. The facilitator calls on their students randomly without waiting for them to raise their hands, and demands information via direct questioning and follow up questions. 

Today the Socratic method is most often used in law school. If you grew up a fan of Legally Blonde like I did, you may remember Elle’s “first class as a serious law student” at Harvard Law. Having not done the reading beforehand, Elle is unable to answer the professor’s question when called upon, and is subsequently asked to leave class. 

The benefits of Socratic questioning for student thinking

As the case of Elle Woods demonstrates, the Socratic method is a serious approach that some educators find too harsh, or even unethical. Nevertheless it does have its benefits when used correctly. 

Some of the main benefits of Socratic questioning include:

1) Promotes critical thinking

Socratic questioning promotes higher-order thinking and sharpens students’ ability to identify weak points in arguments, as well as to question ideas that are generally accepted as fact. 

2) Sharpens communication skills

The demand for answers on the spot fosters communication skills as students practise articulating their ideas verbally. 

3) Fosters a participatory classroom culture

Students are not given a choice whether or not they will participate in the discussion. 

Although this may seem daunting for anxious or introverted students, it reinforces the idea that every one of your students’ voices matter. 

4) Increases student engagement

Along a similar vein, Socratic questioning forces students to come to class prepared and to pay attention during the discussion in case they are called on.

5) Challenges students

The Socratic method introduces a fundamentally challenging class structure. 

Ideally high-achieving students are intellectually challenged, and all students learn how to accept and work through difficult situations. 

How to structure a Socratic seminar or discussion

Here are some tips for preparing for and structuring a student-led discussion using Socratic questioning in your classroom:

Create a brave space

A brave space is one step away from a safe space.

In a brave space, “students are encouraged to explore new ideas, respectfully challenge each other’s assumptions, and make mistakes” (instructionalmoves.gse.harvard.edu). 

Let them know it’s okay to be wrong!

Be transparent

Be sure to explain your intentions beforehand so that your students are not alarmed by the sudden shift in your teaching approach. After all, this strategy is very different from the all-too-common approach of being fed information and then told to memorize it for a test. 

Make it easy to prepare

Your students are not psychic, so be sure to let them know about the topic and how to best prepare beforehand. 

This can be in the form of assigned reading the night before or even allowing your students to have their notes open on their desks to consult during the discussion. 

Choice of text

The material you’re discussing should be something thought-provoking that sparks debate.

Seating arrangements

As facilitator, you’ll need to be able to see – and ideally make eye contact – with all of your students during the seminar. 

Make sure their desks or tables are arranged in a way that everyone can participate equally. 

Tips for guiding and sustaining meaningful dialogue

Now that you’re ready to execute Socratic questioning in your classroom, you’ll want to be comfortable guiding and sustaining meaningful dialogue among your students. 

One of the most important parts of a successful Socratic seminar is asking good questions. If you’re familiar with inquiry-based learning, then you’ll already know the benefits of asking questions that spark more questions.

Here are some examples of questions you might pose:

• What do you think the author is trying to convey?
• Who is the intended audience for this text?
• Can you rephrase that thought?
• What else could this mean?
• What makes you think that?
• Where does this idea come from?
• What evidence is there for your argument?
• When was this written, and how does the time period affect the ideas represented?
• What do we know about the author, and how does that frame our interpretation of the text? 

If there are specific points you want to explore during the discussion, be sure to plan your most important questions in advance. Write them down somewhere so you don’t forget!

My best tip for asking challenging questions is to allow enough wait time for your students to answer. In my experience, educators rarely give their students enough time to form a thoughtful response. It’s okay to feel awkward and let the silence stretch on – I promise you’ll get an answer, eventually. 

Here’s another challenge – be sure to call on as many students as possible in order to create a diverse dialogue. As tempting as it may be, avoid calling on a student that you think will give a “good” answer. An incorrect answer is also an opportunity to follow up on the response, thus furthering the dialogue. 

And last but not least, take this opportunity to model active listening. I’ve fallen into the trap of watching the clock when class time is running out, or impatiently nodding when a student is rambling on about something less than relevant. 

Actively listening to each response reinforces the importance of your students’ individual voices, and demonstrates the respect for their speaking that you expect students to show you when you’re speaking.

Encouraging student ownership and self-reflection through questions

Socratic questioning is one of the best ways to encourage students’ ownership of their learning. The time you allot for student-led discussion may be some of the only time in their day when your students are allowed to hear themselves think out loud.

During a Socratic seminar, your students are learning by challenging their own ways of thinking. The questions you’re asking will, ideally, prompt them to consider different approaches and ideas that encourage self-reflection. You are offering them a rare opportunity to share their unique thoughts and contribute to a larger conversation.

That said, be sure to include affirmations in your dialogue. Speaking out can be difficult for many students, and one of the best things you can do to encourage their ownership and validate their contribution is to offer affirmations after they share. 

Socratic seminars might seem daunting at first but, give them a try! Even if they become only a part- time part of your methodology. Give students the opportunity to think, explore and reflect on their thought processes – they, and their thoughts, might surprise you!

Sources

1. Copeland, M. (2005). Socratic circles: fostering critical and creative thinking in middle and high school. Portland, Me.: Stenhouse Publishers.
2. Delic, H. and Bećirović, S. (2016). Socratic Method as an Approach to Teaching. European Researcher, 111(10). doi:https://doi.org/10.13187/er.2016.111.511.
3. Farnsworth, W. (2021). The Socratic method: a practitioner’s handbook. Boston: Godine.
4. instructionalmoves.gse.harvard.edu. (n.d.). Step 3: Norm-Setting to Build Brave Spaces. [online] Available at: https://instructionalmoves.gse.harvard.edu/inclusivity-and-belonging/step-3-norm-setting-to-build-brave-spaces. 
5. Schadt, S. (2021). Socratic Questions| Center for Excellence in Teaching and Learning. [online] UCONN. Available at: https://cetl.uconn.edu/resources/teaching-your-course/leading-effective-discussions/socratic-questions/ 
6. Wilberding, E. (2021). Socratic Methods in the Classroom: Encouraging Critical Thinking and Problem Solving Through Dialogue (Grades 8-12). Routledge.