1. Welcome & Context (1 min)
Quick overview of Socratic Seminars and common classroom challenges.
Engagement: Attendees respond to a prompt on a small Padlet or sticky note: “Biggest challenge in classroom discussions?”
2. Tech-Powered Solutions (3–4 min)
Show examples of digital tools:
Before: AI-generated prompts, collaborative brainstorming (Padlet, Jamboard)
During: Backchannel discussions (Wakelet, Parlay, Padlet), live note-taking
After: Reflection tools (Flip, Google Forms, digital rubrics)
Engagement: Attendees explore a live demo on Wakelet or Padlet; try adding a discussion question themselves.
3. Equity & Accessibility (1–2 min)
Highlight strategies for including quieter students, English learners, and diverse learners: translation, sentence starters, multimodal participation.
Engagement: Quick brainstorming: “One way you could scaffold participation with tech?”
4. Toolkit & Takeaways (1–2 min)
Provide handouts or QR links: discussion prompts, templates, recommended tools.
Engagement: Attendees select one tool or strategy they plan to try and record an action step on a sticky note or shared Padlet.
Key Engagement Tactics for Poster Session:
Hands-on: Attendees interact directly with Padlet/Wakelet demos.
Peer-to-peer: Share ideas on sticky notes or live board.
Quick takeaways: QR codes with templates and resources to explore later.
After this session, participants will be able to:
Design a tech-enhanced Socratic Seminar that amplifies student voice and engagement.
Select and implement digital tools (e.g., Wakelet, Padlet, AI prompts) to support collaborative discussion and equitable participation.
Facilitate student reflection and knowledge-building using digital backchannels and curated resources.
Create a practical toolkit of discussion prompts, templates, and strategies to bring tech-powered Socratic Seminars into their own classrooms.
Books & Articles
Parker, C., & Hess, D. (2001). Teaching with and through Socratic Seminars. Educational Leadership, 58(1), 68–71.
King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30–35.
Duke, N. K., & Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. Handbook of Research on Teaching the English Language Arts.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Brookfield, S. D., & Preskill, S. (2016). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms.
Websites & Online Resources
Edutopia – Socratic Seminar Resources: https://www.edutopia.org/article/socratic-seminars-classroom
Wakelet Blog – Using Digital Tools to Facilitate Discussions: https://blog.wakelet.com/using-wakelet-in-the-classroom/
Parlay Ideas – Socratic Seminar Platform Guide: https://parlayideas.com/blog/socratic-seminar-in-the-classroom/
TeachThought – 10 Tips for Engaging Students in Discussion: https://www.teachthought.com/pedagogy/10-tips-to-get-students-to-participate-in-discussions/
ISTE Standards for Students (2021): https://www.iste.org/standards/for-students
– Supports the integration of technology to amplify student voice, collaboration, and knowledge construction
Posters in this theme:
Wakelet: https://wakelet.com
– for backchannel discussions and collaborative note-taking.
Padlet: https://padlet.com
– for brainstorming and sharing ideas.
Google Docs or Jamboard: https://docs.google.com
– for collaborative prompts and reflection.
Optional: A web browser or device capable of accessing AI-generated discussion prompts.
Other Equipment/Materials:
Laptop, tablet, or smartphone with internet access.
Headphones (optional, for watching or listening to any short multimedia examples).
Notebook or digital note-taking tool for jotting down ideas and action steps.
Note: Attendees can observe without devices, but hands-on participation enhances engagement and learning outcomes.
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