The document describes how to conduct a Socratic circle discussion in the classroom to develop critical thinking skills. It explains that students are arranged in an inner and outer discussion circle. The inner circle discusses a stimulus or topic using Socratic questioning techniques while the outer circle listens and provides feedback. Six types of Socratic questions are outlined to probe assumptions, reasons, viewpoints, implications and gain clarification. An example discussion topic and questions are provided on part of the short story "Lamb to the Slaughter" to illustrate how this technique can be implemented in a literature class.

1. Socratic Circle and how it can be
used to develop critical thinking.
 Socratic Method, named after the classical Greek philosopher
Socrates, is a form of inquiry and discussion between
individuals, based on asking and answering questions to stimulate
critical thinking and analytical discussion and to illuminate ideas.
 Socrates , (lived approx. 470/469 BC – 399 BC)[1] was a classical
Greek philosopher.
 Credited as one of the founders of Western philosophy,.
 Socrates has become renowned for his contribution to the field
of
ethics

2. How does the Socratic Circle work?
 Desks are arranged into an inner and an outer circle
with 8 to 10 pupils in the inner circle and the rest of
the class in the outer circle.
 Teacher chooses the 8 people to sit in the inner circle
which is the discussion group.
 Students in the inner circle are provided with a
stimulus or subject to discuss which is relevant to
what we are covering in class
 Students in the outer circle must listen carefully to
the discussion, take notes on a designated pupil and
provide peer assessment
 Students in the inner circle must use Socratic
Questions to aid the discussion. These questions will
be displayed around the room.
 At the end of the discussion, the inner circle are
asked to sit and listen to their feedback from the
outer circle.

3. 
Socratic questioning is at the heart of critical thinking
 There are six types of Socratic Questions
 Questions for clarification: Why do you say that?
 Questions that probe assumptions: What could we assume instead?
 Questions that probe reasons and evidence: What would be an
example?
 Questions about Viewpoints and Perspectives: What would be an
alternative?
 Questions that probe implications and consequences: What are you
implying?
 Questions about the question: What was the point of this question?

4. Example of Stimulus for Inner Circle
Read part 3 of the story ‘Lamb to the Slaughter’ and discuss the
story under the following headings:
Structure, Language and Literary Techniques.
Questions relating to the Structure of the story:
•
•
•
•
•
•
•
How does Dahl create tension in this part of the story?
What does it add to the story?
Why has the author used this technique?
Do you think that short stories follow rules for structure?
What might those rules be?
Are they the same for every short story?
How does the structure of the story lend itself to the genre of
a mystery story?

5. SOCRATIC CIRCLE: ‘Lamb to the Slaughter’-Part 3
How does Dahl create tension in this part of the story? ( You should refer closely to the structure of a mystery short story,
the devices used by the author for effect, the relationship between the two main characters, leaving questions unanswered,
making the storyline difficult to predict, establishing the location without too much descriptive writing.)
What is said by your selected speaker? (Write their name here:
Comments about Structure
Comments about language
What is said by others
Comments about Structure
in the discussion?
Comments about language
How did they do?
What did your speaker do well?
What is their target for next time?
What did the group do well at as a whole?
What is their target for next time?
)
Literary Devices
Literary Devices