Preparing for the Seminar

• Review the provided questions and choose 3-4 that you will aim to discuss in your seminar, along with a few back-up questions. You may also compose your own questions. Note: A fruitful discussion will not arise if students have no background knowledge on a topic. Therefore, do not choose questions they are unlikely to have any knowledge of.
• You may wish to have an index card for each student, which you mark every time they contribute to the discussion and earn a point. You can also write brief comments to each student.
• Arrange seats in a circle before students arrive.
• When they get to class, ask your students to put their things down, get a pen and paper, and then take a seat. Other than paper and a pen to take notes, they should not have anything with them.
• When class starts, give each of your students a copy of the Student Handout. Answer any questions, and then begin by writing the first question on the board.
• From there, other than controlling disruptions, aim to stay completely out of the discussion. Do not contribute, correct, or answer questions, even if incorrect information is shared or a question is directed at you. (Important: Do make notes of objectively false statements of fact to discuss briefly at the end; this is important to avoid teaching falsehoods.)
• Encourage the class to take notes, jot down ideas, and so forth.
• When you sense that the class has exhausted a topic, write the next question on the board. You may need to gently cut off more talkative students at certain points to give quieter students a chance to earn their points.
• Let the conversation go wherever students take it, unless they move completely off topic. If that happens, redirect to the topic at hand.

During the Seminar: Points & Grading Notes

• Each student must speak a total of 4 times for full credit (you may adjust this based on class size and how much time you want to devote to this activity).
• Points are awarded only for complete thoughts, not simple one- or two-word answers. Points are also awarded for asking original, thoughtful questions that engage what a classmate has said and moves the conversation forward.
• Generally: do not grade on answers that correctly reflect the truth, but rather grade on contribution. Students should speak freely. As long as they are respectful, give them their points even if what they say is incorrect. You will make necessary corrections of objective falsehoods at the end, as well as throughout the upcoming year/unit.

After the Seminar

• Compile the points students earned and give students their index card, if you made them.
• Note that all of the questions can be discussed in good faith by people who disagree. Do not feel you need to correct any opinions expressed that diverge from the truth. On the other hand you should correct any objectively false statements of fact before dismissing the class. For example, if a student claimed during the discussion that Jesus said we no longer need to follow the Ten Commandments (False!), you should correct that. You could say “I wanted to clear one thing up before we close up shop. Jesus never said we don't have to follow the Ten Commandments. We’ll learn more about what He did say this year.” For help with tough questions, email Teachers@SophiaTeachers.org
• Throughout the unit, semester, and year, refer to your notes from this activity in order to design questions and activities that help lead your students to the truth. Remember: our job is to teach as Jesus taught! We seek to meet students where they are. Not to leave them there, but so we can lead them somewhere greater!