The Paideia Seminar is a conversation conducted in an orderly manner by a leader who acts as moderator. It is a discussion that focuses on stories, poems, plays or other products of human art; a joint search in which ideas in a text are clarified and in which something new and unexpected is discovered; and a discussion in which both teachers and students sit so that they can face one another as they talk.

The seminar leader, considered "the first among equals in a joint effort to reach a goal that is shared by all," has the responsibility to prepare questions and to facilitate the discussion. In preparing for the seminar, the leader must read the text carefully, underlining key words, marking important sentences and paragraphs, and jotting down main points, observations and questions. Then he/she should write out a few key questions extracted from his or her notes. These should include an "opening" question that initiates discussion on the text and that everyone around the table can answer in succession, perhaps a few "closed" (or "convergent") questions that require students to recall important information from the text, and some "open" (or "divergent") questions for which there are no right answers.

There should be at least one "core" question that focuses on the central meaning or heart of the piece. The seminar leader has three main tasks: 1. to ask a series of questions that define the discussion and give it direction, 2. to examine or query the answers by trying to draw out the reasons for them or the implications they have, and to engage the participants in two-way talk with one another when the views they have advanced appear to be in conflict. It is imperative that the leader be a good listener as well as question-asker, for he/she must often rephrase student comments, making clarifications by writing key points on the blackboard, and make sure that questions and responses are heard or understood. To facilitate a close reading and discussion of the work, the leader should ask students to refer to the text to support their responses, citing the page and paragraph or line from a poem. Asking questions such as "Where can you find that in the text?" will keep participants on track.

GUIDELINES FOR SEMINAR LEADERS

1.       Read the text carefully, underlining key words and defining those words you might not understand, marking important sentences and paragraphs, and jotting down main points.

2.       Prepare questions as follows:

a.       An opening question that everyone around the table can answer in succession. This question should interest you and the members of the group. It can be about something you were made to think about by the reading.

b.       A few closed (or convergent) questions that require recall from the text, and hold participants accountable for the reading.

c.       Several open (or divergent) questions for which there will be no right answers.

d.       At least one core question that focuses on the central message of the piece.

3.       Form a circle and lead the discussion with the following tasks in mind:

a.       State the questions and listen carefully.

b.       Ask students to refer to the text and support their responses.

c.       Ask students to relate their observations to the topic of discussion---keep the group on task.

d.       You are not the expert who has all the right answers, but you are a moderator or guide who helps the whole group come to some answers.

4.       Each group will have a recorder---a different one each time---to be the collective memory of the group and prepare an overhead transparency to present to the entire class. The transparency will be a summary that reports to the rest of the class the most important concepts and ideas of your group.

NOTE: If a member has not read the material, he/she could be excused to do the reading elsewhere. "Failing to prepare will be regarded as preparing to fail."

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SEMINAR RULES FOR ALL PARTICIPANTS

1.       Be prepared. This means reading the "text" closely, taking notes, and forming questions. Outline each section and have the outline in front of you.

2.       Be courteous. There will be no put-downs and no sarcasm.

3.       Allow the speaker enough time to begin and finish his/her thoughts. (Do not be afraid of silence---this usually means thinking is occurring.)

4.       Bring others into the discussion and ask others to elaborate on their responses.

COMMUNICATIONS SUGGESTIONS

Active listening: Nods, eye contact, and words like "I see" demonstrate that you are paying attention to the other person's message. Leaning forward and putting aside other tasks to concentrate on the conversation is part of active listening. It says, "I really care about what you have to say. It's important to me." State back to someone what has been communicated to you in order to ensure common understanding--i.e., offer feedback. Restatement shows sensitivity to the other person's message and says that you are really trying to understand.

Means of making people feel listened to, and of ensuring better communication?

1.       Sit down and pay attention to them. Stop doing other things. Show them that they are more important than the other things you are doing.

2.       Look them in the eye. Keep up eye contact. Show them with your face, eyes and gestures that they are important right now and that you are listening.

3.       Give them feedback to show you are paying attention. Nod your head, lean forward, get involved.

4.       Listen before you speak. Don't take over the conversation and tell them what you think or what you would do. Don't be sarcastic, insult them, call them names, or use language that offends them.

5.       Use your feedback skills and summarize their information.

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(University of Toledo, http://www.h2000.utoledo.edu/hs/clay/ThePaideia.html, accessed July 16, 2002)