National Paideia Center

Paideia socratic seminar the first stage in the development of a Paideia classroom or a Paideia school involves the consistent use of the Paideia seminar (based on the classical socratic seminar). We define Paideia seminar as a collaborative intellectual dialogue facilitated with open-ended questions about a text. In the case of the Paideia school, this can lead to the Paideia seminar certification, which documents the integration of the seminar into all aspects of school life. Specific learning objectives for the Paideia seminar include both intellectual and social skills. Each seminar-whether for adults or students-nurtures proficiency in both thinking and communication. Consistent implementation of seminar practice across a school community results in: - significantly improved achievement scores in reading and writing, especially among traditionally underserved populations; - improved student motivation due to increased student voice in an active environment; - a more respectful school culture with fewer behavior problems. Paideia classroom the Paideia classroom is the second stage in developing both a fully realized Paideia classroom environment and a fully realized Paideia school. It builds on the improved instruction resulting from consistent seminar practice by integrating didactic instruction and intellectual coaching with the Paideia seminar, so that each of the three columns of instruction are in constant and complementary use. Didactic instruction of the three columns, the most traditional is didactic instruction, designed to help students master and remember essential information. Didactic instruction often occurs through lecture, but this category also includes demonstrations, audio-visual presentations, reading from textbooks and other forms of direct instruction. It is the most efficient way to deliver organized knowledge, but we recommend using it only 10-15% of instructional time, with careful attention to helping student process and retain the information. Intellectual coaching the column of instruction that deserves the greatest amount of classroom time is skill development through intellectual coaching. Coaching involves students working while teachers circulate from individual to individual or group to group, guiding and questioning. It is designed to produce the skills of learning, especially in the use of language and mathematics, but also in research, observation, and teamwork. Because this column develops the intellectual skills and habits of mind that should last a lifetime, we recommend devoting approximately 70% of classroom time to it. The goal of fully implementing the three columns of instruction is a universal improvement in teaching and learning, based on a wide variety of research-based best practices. Once these are in place, a visitor should be able to recognize a Paideia classroom on any day of the week, whether a seminar is in process or not. Paideia project the Paideia project is a unit of study, centered on ideas and values, that leads to a student production or performance. It is the culmination of classroom practice in a Paideia school because it fully integrates all three columns of instruction into a seamless whole and does so in a way that renders the curriculum both authentic and compelling. Throughout project work, students engage in curricular study by learning information, practicing skills, and deepening their understanding of concepts. The project culminates in a production wherein students demonstrate mastery of a subject to an audience outside the classroom. In this way, the project audience connects student work with curricular priorities and real-world issues or problems. For this reason, the project teaches the habit of action that should flow out of reflection and discussion. Features of a Paideia project although the Paideia project is like other kinds of classroom project work, its distinguishing features are the use of Paideia seminar dialogue to foster conceptual understanding of the issues involved and the focus on production for an authentic audience. These important qualities create a compelling sense of quality control. In addition, almost all fully realized projects feature rigorous group production rather than individual competition. The most successful Paideia projects are often the result of several years of planning, implementation, and revision, but this effort grows directly out of the use of all three columns of instruction in the Paideia classroom and is a natural extension of that work on the part of teachers and students. Finally, the Paideia project creates the environment for both rigor and equity to flourish because it inspires, and rewards, the best work of all students. It embodies the philosophy of the Paideia school for creative thinking as incubators wherein all students learn to think, discuss, and act-our core 21st century skills-in response to the challenges of contemporary life.