Welcome to Week 5 (February 22nd - 27th, 2016) or the last week of Critical Thinking For Language Studies !!
This week you will do one task and one final presentation in class. Details of your presentation will be published as a separate post. Here's your task.
Task -
This week you will do one task and one final presentation in class. Details of your presentation will be published as a separate post. Here's your task.
Task -
What is Socratic questioning and how does it differ from other types of questioning?
Please post your response before March 5, 2014.
ReplyDeleteSocratic questioning was named after Greek philosopher Socrates wherein one offers systematic questions. Here the motive behind doing this is to make students think critically and to have healthy discussion. This method of questioning is also known as Method of elenchus. Teacher will frame main questions and try to extend the discussion with responses. Students will try to arrange their thoughts in a logical way and say it loud to the classroom. It makes active learning possible in the classroom as students will seek for the answers and think on their answers which they will be going to speak. Knowledge gained through such process becomes relevant and lasts for long time.
- Role of Teachers and Students :-
• Teacher shows genuine interest in students’ knowledge and answer.
• Teacher will make sure that his questions are up to student’s level.
• Teacher will frame questions from answers he has got.
• He will connect one answer with another.
• Whatever answers or discussion takes place teacher will note down points on blackboard.
• Teacher will try to understand answers even if they are not relevant and guide it to proper answer.
• Students will try to contribute by giving their opinions and answers.
• Student will address the whole class so that everyone can get what he his saying.
Socratic questioning in thinking and Learning.
Text book contains so much of texts and statements. This text can be turned into questions. Reason behind this thought is ‘Question opens door for further thinking’. If one has answer there is no need to seek any answer. Teacher’s questions will decide where student’s brain will go. This is how Socratic questioning makes base for active learning.
While using Socratic questioning teacher will focus on:-
- Central idea of answer.
- Experience of students on which base students give the answer.
- Ask for reasons behind any answer.
• There was criticism over this questioning too. According to Plato sometimes this questioning turns into ‘Nihilism’ that is questioning basic moral and values which are in tradition for years. Plato also ironically gives caution that only older man over 30 should be involved in such questioning. Some contrasting comments are also there which talks about how inquiry leads to change.
How does Socratic questioning differ from other types of questioning?
Well, we are aware with few types of questions like Open Ended Questions, Asking for Information, Diagnostic Questions etc. When we talk about Socratic questioning specifically we can see the difference.
How??
- Open ended questions; we know one may express anything wherein here in Socratic questioning one has to think, arrange thoughts, thinks for reasons why this answer may be etc.
- When person asks for information we simply tell the information here it is quite different; information in reference with your experiences.
This is how this questioning differs from other question types.
Socratic Questioning
ReplyDeleteThe great Greek philosopher Socrates introduced the questioning method to understand the ideas at his time. Plato, the student of Socrates, described “Socratic Dialogues” first time in his work. Socratic Questioning is the engage in dialogue. Socrates follow dialectical approach and he believed that disciplined practice of thoughtful questioning enables students for logical thinking and determine the validity of ideas. The incomplete ideas or issues can be complete while questioning. Socratic Method is dialogical method of inquiry. At the ancient time the method used to examine the terms like justice, wisdom, society, politics etc.
This Socratic Method is basically asking a series of questions on a central issue or topic to engage others in thoughtful discussion. Teachers can help students develop critical thinking skills by learning this method of questioning for themselves and their students. The best way to use this method is in a one on one dialogue with another person. A teacher may also use this in a class or small group discussion format. A teacher could use these questions in planning their lessons. There are 6 main categories in which to frame questions. Teachers need to use these questions to internalize this method of dialogue. They also need to teach the students how to think for themselves by teaching them how to question.
Art of questioning is important to excellence of thought. There are six types of Socratic questioning created by Richard Paul.
1) Questions of classification
2) Questions that Probe Assumptions
3) Questions that Probe Reasons and Evidence
4) Questions about Viewpoints of Perspectives
5) Questions that Probe Implications and Consequences
6) Questions about the Questions
These are used by skillful teacher to allow the students to think over and examine and understand the ideas. Socratic questioning helps students to achieve their teaching and learning goals.
Delete Model scientific practices of inquiry.
Support active, student-centered learning.
Facilitate inquiry-based learning.
Help students to construct knowledge.
Help students to develop problem-solving skill.
Improve long-term retention of knowledge.
With the help of Socratic Questioning method, ideas become more clear from the surface. Socratic Questioning is intimately connected with critical thinking. It seeks meaning and truth. In psychotherapy, logotherapy or cognitive therapy, Socratic Questioning is used to uncover the assumptions and evidence that support people’s thought from the surface in respect of problem. R.W. Paul has given following types of Socratic Questions…
Thus we can say that, the Socratic Questioning technique is an effective way to explore ideas in intense way. It can be used at all levels and is also helpful to teachers. It can be used at different points within a unit or project. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the teacher and students’ part since it may be a whole new approach.
Regarding the difference between Socratic questioning and general questioning we can say that there are certain types of questions like Open Ended Questions, Asking for Information, Diagnostic Questions etc. When we talk about Socratic questioning specifically we can see the difference between Socratic questioning and general questioning that how in Open ended questions one may express anything while here in Socratic questioning one has to think, arrange thoughts, thinks for reasons for giving any kind of response. When person asks for information we simply tell the information here it is quit different; Information is given in reference to one’s experiences. In this way Socratic questioning is differ from other questioning methods.
What is Socratic Questioning?
ReplyDeleteSocratic questioning was named after Greek philosopher Socrates wherein one offers systematic questions. Here the motive behind doing this is to make students think critically and to have healthy discussion. This method of questioning is also known as Method of elenchos. Teacher will frame main questions and try to extend the discussion with responses. Students will try to arrange their thoughts in a logical way and say it loud to the classroom. It makes active learning possible in the classroom as students will seek for the answers and think on their answers which they will be going to speak. Knowledge gained through such process becomes relevant and lasts for long time.
- Role of Teachers and Students :-
• Teacher shows genuine interest in students’ knowledge and answer.
• Teacher will make sure that his questions are up to student’s level.
• Teacher will frame questions from answers he has got.
• He will connect one answer with another.
• Whatever answers or discussion takes place teacher will note down points on blackboard.
• Teacher will try to understand answers even if they are not relevant and guide it to proper answer.
• Students will try to contribute by giving their opinions and answers.
• Student will address the whole class so that everyone can get what he his saying.
Socratic questioning in thinking and Learning.
Text book contains so much of texts and statements. This texts can be turned into questions. Reason behind this thought is ‘ Question opens door for further thinking’. If one has answer there is no need to seek any answer. Teacher’s questions will decide where student’s brain will go. This is how Socratic questioning makes base for active learning.
While using Socratic questioning teacher will focus on:-
- Central idea of answer.
- Experience of students on which base students give the answer.
- Ask for reasons behind any answer.
There was criticism over this questioning too. According to Plato sometimes this questioning turns into ‘Nihilism’ that is questioning basic moral and values which are in tradition for years. Plato also ironically gives caution that only older man over 30 should be involved in such questioning. Some contrasting comments are also there which talks about how inquiry leads to change.
How does Socratic questioning differ from other types of questioning?
Well, We are aware with few types of questions like Open Ended Questions, Asking for Information, Diagnostic Questions etc. When we talk about Socratic questioning specifically we can see the difference.
How ??
- Open ended questions; we know one may express anything wherein here in Socratic questioning one has to think, arrange thoughts, thinks for reasons why this answer may be etc.
-When person asks for information we simply tell the information here it is quite different; information in reference with your experiences.
This is how this questioning differs from other question types.
What is Socratic questioning?
ReplyDeleteSocratic questioning is one kind of disciplined questioning that can be sued to carry on thoughts in many directions and for many purposes including to explore complex ideas, to get the truth of things, to open us issues and problems, to uncover assumption, to analyze concepts, to distinguish what we know from what we don’t know to follow out logical implication of thoughts or to control the discussion. It based on fundamental concepts, principles, theories, issues or problems. It teaches us the value of developing questioning minds in cultivating deep learning. The ascorbic questioning is mainly connected with critical thinking. Because art of questioning is important to excellence of thoughts. Critical thinking and Socratic questioning both seek meaning and truth. In this questioning motivation has to be provided to the learner and make them think critically. Here teacher should be mentioned to proper way of asking questions and try to linger with discussion and get better feedback from them. Student can collect their logical power of thinking with view to asking questions and put their efforts in front of the classroom for becoming active learning skill for students when they think for answers.
Six types of Socratic questioning
1. Question for clarification (why do you say that?
2. Question that probe assumption (what could be assume instead?
3. Question that probe reason and evidence (what would be an example?
4. Question about view points and perspective (what is another way to look it?
5. Questions that probe implication and consequence ( what are you implying)
6. Questions about the question (what was the point of this question?
• Questioning techniques
1. Good learning starts with question not an answer.
2. It enables teachers to check the learners understanding it also benefits larceners as it encourages engagement and focus their thinking on key concepts and ideas.
3. It develops and encourages the thinking process and dialogue skills.
• How teacher can focus on such questions.
• Teacher should be engaged with immediate ideas of any answers.
• Teacher has to know about the reason behind answers.
How does it differ from other questioning?
• As we know that there some simple question accepted such as I open ended question, close ended question. In such question there is or any certain reason has hidden but in Socratic question deals with some various reasons behind the answers in open ended questions. Speaker can express or share anything according to his or her ideas but when we talk about Socratic questions there is strictly thinking process related to the mind. It means how, why, who,? Collect the thoughts and ideas for reasons why, how, when, who, might be given the answers etc…
• In open question we simple give all the information where person ask about some questions which are based on simple answers but in Socratic might have some different views and aspects with answers with questions so this is the simple ideas that how Socratic question differ from other questions.
What is Socratic Questioning ?
ReplyDeleteSocratic questioning is based on the practice of disciplined, thoughtful dialogue. Socrates was early Greek philosopher, he believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. The teacher professes ignorance of the topic in order to engage in dialogue with the students. With this “acting dumb,” the student develops the fullest possible knowledge about the topic. The Socratic Questioning technique is an effective way to explore ideas in depth. It can be used at all levels and is a helpful tool for all teachers. It can be used at different points within a unit or project. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss , debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the teacher and students’ part since it may be a whole new approach. Socratic Method is a negative method of hypotheses elimination. Socrates is a search for the underlying and hypotheses, assumption, or axioms, which may unconsciously shape one’s opinion, and to make them the subject of scrutiny , to determine their consistency with other beliefs. Teacher should be mentioned to proper way of asking questions and try to linger with discussion and get better feedback from them. Student can collect their logical power of thinking with view to asking questions and put their efforts in front of the classroom for becoming active learning skill for students when they think for answers.
Here Richard Paul given six types of Socratic question are following:
1) Question of classification
2) Question about an initial or issue
3) Question about assumption
4) Question about view points and perspective
5) Questions that probe implication and consequence
6) Questions about the question
In Socratic questioning and general questioning, there are some types of questions are like a diagnostic questioning, asking questioning, open ended questioning etc. When we talk about Socratic questioning specifically we can see the difference between Socratic questioning and general questioning that how in Open ended questions one may express anything while here in Socratic questioning one has to think, arrange thoughts, thinks for reasons for giving any kind of response. Speaker can express or share anything according to his or her ideas but when we talk about Socratic questions there is strictly thinking process related to the mind. When person ask for information where we simply ask some information that is quite different. That is differ questions of Socratic questions to other questioning.
Socratic addressing was named after Greek rationalist Socrates wherein one offers orderly inquiries. Here the rationale behind doing this is to make understudies think fundamentally and to have sound discourse. This strategy for addressing is otherwise called Method of elenchus. Educator will outline primary inquiries and attempt to amplify the discourse with reactions. Understudies will attempt to orchestrate their considerations logically and say it noisy to the classroom. It makes dynamic learning conceivable in the classroom as understudies will look for the answers and think on their answers which they will go to talk. Learning increased through such process gets to be important and goes on for long time.
ReplyDelete- Role of Teachers and Students :-
• Teacher demonstrates honest to goodness enthusiasm for understudies' learning and reply.
• Teacher will ensure that his inquiries are up to understudy's level.
• Teacher will outline questions from answers he has.
• He will interface one answer with another.
• Whatever answers or dialog happens instructor will note down focuses on writing board.
• Teacher will attempt to comprehend answers regardless of the possibility that they are not important and guide it to appropriate answer.
• Students will attempt to contribute by giving their assessments and answers.
• Student will address the entire class so that everybody can get what he his idiom.
Socratic addressing in deduction and Learning.
Reading material contains such a large amount of writings and articulations. This content can be transformed into inquiries. Purpose for this musing is 'Inquiry opens entryway for further considering'. On the off chance that one has answer there is no compelling reason to look for any answer. Instructor's inquiries will choose where understudy's mind will go. This is the means by which Socratic addressing makes base for dynamic learning.
While utilizing Socratic addressing educator will concentrate on:-
- Central thought of answer.
- Experience of understudies on which base understudies give the answer.
- Ask for purposes for any answer.
• There was feedback over this scrutinizing as well. By here and there this scrutinizing transforms into "Agnosticism" that is addressing fundamental good and qualities which are in convention for a considerable length of time. Plato likewise unexpectedly gives alert that just more established man more than 30 ought to be included in such addressing. Some differentiating remarks are additionally there which discusses how request prompts change.
How does Socratic addressing vary from different sorts of addressing?
All things considered, we know with few sorts of inquiries such as Open Ended Questions, Asking for Information, Diagnostic Questions and so on. When we discuss Socratic addressing particularly we can see the distinction.
How??
- Open finished inquiries; we know one might express anything wherein here in Socratic addressing one needs to think, organize musings, thinks for reasons why this answer might be and so on.
- When individual requests data we just tell the data here it is very distinctive; data in reference with your encounters.
This is the means by which this scrutinizing contrasts from other inquiry sorts.
Socrates was a Greek philosopher and one of the most important icons of the western philosopher tradition, Socratic way to educating is in light of the act of taught, thoroughly insightful dialog. The teacher pronounces unaware of the subject under discourse to evoke captivated dialog with understudies. Socrates was persuaded that trained practice of mindful addressing empowers the researcher/understudy to inspect thoughts intelligently and to have the capacity to focus the legitimacy of those thoughts. Otherwise called the rationalistic methodology, this kind of addressing can rectify misinterpretations and lead to dependable learning development. Albeit "Socratic addressing" seems straightforward, it is indeed seriously thorough. As portrayed in the works of Plato, an understudy of Socrates, the educator pretends lack of awareness around a given subject in request to procure someone else's fullest conceivable learning of the subject. People have the ability to perceive disagreements, so Socrates expected that inadequate or mistaken thoughts would be remedied amid the procedure of restrained addressing, and consequently would prompt dynamically more prominent truth and precision. Socratic questioning helps students to think critically by this questioning student slow down and examine their own thinking process. The Socratic Questioning technique is an effective way to explore ideas in depth. It can be used at all levels and is a helpful tool for all teachers. It can be used at different points within a unit or project. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the teacher and students’ part since it may be a whole new approach.
ReplyDeleteWhat is the role of a teacher?
Teacher has to give time to student for thinking.
Teacher has to give chance to speak.
Give group work to the student.
Teachers promote independent thinking. The Six Types of Socratic Questions:
1. Questions for clarification:
• Why do you say that?
• How does this relate to our discussion?
2. Questions that probe assumptions:
• What could we assume instead?
• How can you verify or disapprove that assumption?
3. Questions that probe reasons and evidence:
• What would be an example?
• What is....analogous to?
4. Questions about Viewpoints and Perspectives:
• What would be an alternative?
• What is another way to look at it?
5. Questions that probe implications and consequences:
• What generalizations can you make?
• What are the consequences of that assumption?
6. Questions about the question:
• What was the point of this question?
• Why do you think I asked this question?
Socratic questioning is disciplined questioning that can be used to pursue thought open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don’t know, to follow out logical implications of thought or to control the discussion. The key to listinguishing Socratic questioning from questioning per se is that Socratics questioning is systematic, disciplined deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
ReplyDeleteSocratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades. Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions. In teaching, teachers can use questioning for at least two purposes:
To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand.
To faster students’ so that they can use these tools in everyday life. To this end, teachers can model the questioning strategies they want students to emulate and ask deep questions. Beyond that, students need practice to improve their questioning abilities.
Socratics questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners.
Getting students to clarify their thinking
Challenging students about assumptions
Evidence as a basis for argument
Alternative viewpoints and perspectives
Implications and consequences
Question the question
The art of Socratic questioning is intimately connected with critical thinking because the art of questioning is important to excellence of questioning both seek meaning and truth.
In general questioning there is no systematic way but ask questions only. The general questions are only use in personal talk. Mostly this types of questioning are used in family and friends. So that we can say that Socratic questioning are different from general questioning.
The term Socratic questioning is given by Greek philosopher Socratics. Socratic questioning disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don't know, to follow out logical implication of thought or to control the discussion. The key to distinguishing Socratic questioning from questioning is that Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
ReplyDeleteSocratic questioning is referred to in teaching, and has gained currency as a concept in education, particularly in the past two decades. Teachers, students, or anyone interested in probing thinking at a deep level can construct Socratic questions and engage in these questions. Socratic questioning and its variants has also been extensively used in psychotherapy. Socratic Method islogical method of inquiry. At the ancient time the method used to examine the terms like justice, wisdom, society, politics etc.
When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching.
In teaching, teachers can use Socratic questioning for at least two purposes:
• To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand
• To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life. To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning abilities.
Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
1) Questions of classification
2) Questions that Probe Assumptions
3) Questions that Probe Reasons and Evidence
4) Questions about Viewpoints of Perspectives
5) Questions that Probe Implications and Consequences
6) Questions about the Questions
How does it differ from other questioning?
Socratic questioning is very different from other questioning. Socratic questioning is very dipper questions of other questions. When person ask for information where we simply ask some information that is quite different. That is differ questions of Socratic questions to other questioning. Socratic questions are open ended questions, asking information, diagnostic questions etc. when person asks for information we simply tell the information here it is quite different; information in reference with your experiences. Information is given in reference to one’s experiences. In this way Socratic questioning is differ from other questioning methods.
Socratic questioning I'd disciplined questioning that can be used to pursue in many directions and for different purposes. For example:
ReplyDelete* to explore complex ideas
* to get the truth of things
* TO open issues and problems
* to uncover assumptions
* to analyse concepts
* to follow logical implications
In teaching also it is included from last many years. So students, teachers and anyone interested in probing thinking at a deep level can construct socratic questions and engage in these questions. In teaching the purpose of socratic questioning is may be to probe students thinking, to extend the knowledge of students on a given topic, to help students analyze a concept or line of reasoning.
- To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand.
- To help the students acquire the powerful tools of socratic dialogue.
Socratic questioning I'd systematic disciplined., deep and usually focuses on fundamental Concepts,principles, theories issues or problems.
There are other types of questions also like factual, convergent, divergent, evaluative ans combinations which gives simple, straight forward answers based on obvious facts or awareness. Divergent questions which gives answers which create many different variations.
Evaluative types of questions which requires sophisticated levels of cognitive or emotional effective judgement.
This comment has been removed by the author.
ReplyDeleteSocrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his student.He was interested in the method of learning. His contribution to Western thought is his dialogical method of an enquiry which is known as ‘The Socratic Questioning’.In this approach specific types of questions are designed to get information from students and guide the active examination and expansion of knowledge.Most important is that this approach makes critical thinking powerful in their learning. If teacher makes good constructed questions, he can enable the students’ critical thinking. In Socratic teaching we focus on giving students questions, not answers. As a tactic and approach, Socratic questioning is a highly disciplined process. In this Socratic tactic students developed their abilities their sense of power , and developed self experience.
ReplyDeleteDifferent type of questions as:
Clarification question
Questions about an initial question or issue
Assumption question
Reason and evidence question
Origin or source question
Implication and consequences question
Viewpoint question
For example:
What would be an example?
What generalizations can you make?
What was the point of this question?
Socratic questioning helps students to think critically by this questioning student slow down and examine their own thinking process. The Socratic Questioning technique is an effective way to explore ideas in depth. It can be used at all levels and is a helpful tool for all teachers. It can be used at different points within a unit or project. so this is the brief view of Socrates theory of questioning.
Socratic questioning is to a great degree capable questioning strategy that students can use to investigate complex issues and thoughts with understudies, open up basic misguided judgments and dissect and assess subjects at a far more profound level than "typical" questioning.
ReplyDeleteFundamentally, Socratic questioning is utilized to test understanding and thinking permitting far more prominent examination and assessment to happen.
Socratic questioning concentrate simply on the significance of addressing to upgrade educating and learning and the name is taken from Socrates who trusted that scrutinizing was the main faultless type of instructing. In Socratic questioning, the educator utilizes a scope of inquiries to make dynamic, autonomous learners.
Socratic questioning is way far different from other types of questioning because all other types of questions, to name a few; open ended questions, close ended questions, probing questions, direct questions, etc. all have a limited scope of answers. nobody can reach to the core of any idea unless they are engaged in Socratic questioning because it takes one to deeper level of understanding. Other types of questioning do no offer ultimate understanding of concepts. Hence, they are not so significant.
Socratic questioning is important for the critical thinker because the art of questionning is important to excellence of thought .socratic adds is systomatically ,depth on things,critical thinking and socratic questionning has close relationship,socratic discussion cultivates inner voice by prociding public mode of it.there are many ways which can effictiualy excuted to the classroom ,there are set of principlles There are different types of socratec questions like: - clearification qestion
ReplyDelete-assumption qestion
-Reson and evidance question
-Origin n source question
-view point question
-implication question
That are designed to ENhance critical thinking skills these are many resons for asking questions the information to recive back. Closed questions which invite a short focused answer. Open questions which allows for much larger responses and therefore potentially more creativity and information some questions which reqired something to be remember or recalled process.
Socratic questioning is important for the critical thinker because the art of questionning is important to excellence of thought .socratic adds is systomatically ,depth on things,critical thinking and socratic questionning has close relationship,socratic discussion cultivates inner voice by prociding public mode of it.there are many ways which can effictiualy excuted to the classroom ,there are set of principlles There are different types of socratec questions like: - clearification qestion
ReplyDelete-assumption qestion
-Reson and evidance question
-Origin n source question
-view point question
-implication question
That are designed to ENhance critical thinking skills these are many resons for asking questions the information to recive back. Closed questions which invite a short focused answer. Open questions which allows for much larger responses and therefore potentially more creativity and information some questions which reqired something to be remember or recalled process.
As per my understanding Socratic questioning is disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don't know, to follow out logical implications of thought or to control the discussion. The key to distinguishing Socratic questioning from questioning per is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
ReplyDeleteSocratic questioning is referred to in teaching, and has gained currency as a concept in ineducation, particularly in the past two decades. Teachers, students, or anyone interested in probing thinking at a deep level can construct Socratic questions and engage in these questions. Socratic questioning and its variants has also been extensively used in psychotherapy.
Six types of Socratic questioning:
1. Question for clarify the things: Could you explain further?
2. Challenging students about assumptions: Why do you think that this assumption holds here?
3. Evidence as a basis for argument: Why do you say that?
4. Alternative view points and perspectives: What is the counter-argument?
5. Implications and consequences: But if...happened, what else would result?
6. Question the question: Why do you think that I asked that question?
Questioning techniques:
1. Great learning begins with question not an answer.
2. It empowers teachers to check the learners understanding it also advantages learners as it supports engagement and center their thinking on key ideas and thoughts.
3. It creates and supports the thinking procedure and dialogue skills.
• How teacher can concentrate on such questions.
• Teacher should to be locked in with quick thoughts of any answers.
• Teachers needs to think about the explanation for answers.
How does it differ from other questioning?
As we realize that there some basic questions I acknowledged, for example, open ended questions, close ended question. In such question there is or a specific reason has covered up however in Socratic question manages some different explanations for the answers in open ended questions. Speaker can express or share anything as per his or her thoughts yet when we discuss Socratic questions there is entirely thinking procedure related to mind. It means how, why, who,? Collect the ideas and thoughts for reasons why, how, when, who, may be given the answers.
• In open questions we basic give all the data where individual get some information about a few questions which depend on straightforward answers however in Socratic may have some diverse perspectives and view points with answers with questions so this is the basic thoughts that how Socratic question differ from different questions.
Socratic Questioning
ReplyDeleteThe Greek philosopher/teacher Socratic, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. This approach/method is also known as the “dialectical approach”. This type of questioning can correct misconceptions and lead to reliable knowledge construction. The Socratic Questioning technique is an effective way to explore ideas in depth. It can be used at all levels and is a helpful tool for all teachers. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Socratic Questioning is developed higher order (critical) thinking. Higher order thinking skills are present while student think, discuss, debate, evaluate and analyze content through their own thinking.
There are different types of Socratic Questioning:
1. Clarification questions
2. Questions about an initial question or issues
3. Assumption questions
4. Reason and evidence questions
5. Origin and source questions
6. Implication and consequence questions
7. Viewpoint questions
Socratic Question differs from other types of questions because all other types of question are open ended, close ended and probing question etc. Socratic Question is deeper questioning in which to develop deeper understanding, deeper critical thinking. Socratic questioning provides opportunity to explain our ideas and thoughts broadway on the any particular topic.
What is Socratic Questioning: -
ReplyDeleteThe Socratic questioning method first introduced by the great Greek philosopher Socrates. This method of questioning is also known as method of elenchus. Plato, the student of Socrates, described “Socratic Dialogues” first time in his work. Socratic questioning is the engage in dialogue. The questioning method to understand the ideas at Socrates time. Socratic Method is dialogical method of inquiry. At the ancient time the method used to examine the terms like justice, wisdom, society, politics etc. The ‘Socratic Method ‘is basically asking a series of questions on a central issue or topic to engage others in thoughtful discussion. Teachers can help students develop critical thinking skills by learning this method of questioning for themselves and their students. The best way to use this method is in a one on one dialogue with another person. A teacher may also use this in a class or small group discussion format.
There are six types of Socratic questioning created by Richard Paul.
1] Questioning of classification
2] Questioning that Probe Assumption
3] Questions that Probe Reasons and Evidence
4] Questions about viewpoints of perspectives
5] Questions that Probe Implications and Consequences
6] Questions about the Questions
These are used by skillful teachers to allow the students to think over and examine and understand the ideas. Socratic questioning helps students to achieve their teaching and learning goals. Improve long-term retention of knowledge. Help students to develop problem-solving skill. Help students to construct knowledge. Socratic Questioning is intimately connected with critical thinking. Support active, student centered learning. Facilitate inquiry-based learning. Teacher will focus on central idea of answer. Socratic questioning in thinking and learning.
How does Socratic questioning differ from other types of questioning?
We are aware with six types of questions like open Ended Questions, Asking for Information, Diagnostic Questions, etc. When we talk about Socratic questioning specifically we can see the difference between Socratic questioning and general questioning that how in Open ended questions one may express anything while here in Socratic questioning one has to think arrange thoughts, thinks for reasons for giving any kind of response, when person asks for information we simply tell the information here it is quit different. Information is given in reference to one’s experiences. In this way Socratic Questioning is differ from other questioning methods.
What is Socratic Questioning?
ReplyDeleteNamed for Socrates, the early Greek philosopher, teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so, Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.
The six types of Socratic questions:-
• Questions for clarification
• Questions that probe assumptions
• Questions that probe reasons and evidence
• Questions about viewpoints and perspectives
• Questions that probe implications and consequences
• Questions about the question
Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes. Thoughtful, disciplined questioning in the classroom can achieve the following teaching and learning goals:
Model scientific practices of inquiry support active, student-centered learning
Facilitate inquiry-based learning Help students to construct knowledge
Help students to develop problem-solving skills
Improve long-term retention of knowledge.
In Socratic questioning is differing from general question. There are few types of question such as open-ended question, Informative question, close-ended question etc. When we talked about Socratic question they are differ from the other question. When we talked about Socratic question it is about thinking and we have arranged thought and also think for responses of questioning. It is process related strictly thinking process. It is related to mind. To this Socratic questioning is different from general questioning.
What is Socratic Questioning?
ReplyDeleteSocratic questioning is disciplined that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don’t know, to follow out logical implications of thought or to control the discussion. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education, particularly in the past two decades. Teachers, students, or anyone interested in probing thinking at a deep level can construct Socratic questions and engage in these questions. When teachers use Socratic Questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. it is suggested that students should learn he discipline of Socratic questioning so that they begin to use it in reasoning thought complex issue, in understanding and assessing the thinking of others and in following out the implication of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching.
How does it differ from other questioning?
As we all know that there are some certain types of questions like open ended questions, Asking for Information, Diagnostic Questions etc…When we discuss on Socratic questioning that time we see the difference between General question and Socratic questions that in open ended questioning we know that one may express anything where in Socratic questioning that one has to think, arrange thoughts, thinks for reason why this answer may be etc…In open ended questions we simply give all the information where person ask about some questions which are based on simple answers but in Socratic might have some different views and aspects with question so this is the simple way to describe the difference between the Socratic questions and other types of questions.
Introduction:
ReplyDeleteThe name came from the great Philosopher called Socrates. Socratic question means to ask thoughtful questions to student through which they can learn something. The longer and deeper conversation is only possible when the questions are in the reaching area of students, otherwise they cannot answer critically. On the surface level we can say that, it is all about asking deep and systematic questions. A Socratic approach to teaching is based on the practice of disciplined, strictly thoughtful dialogue. According to Plato, disciple of Socrates, “The teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic”. Means teacher act as if he or she has no idea about the given topic and thus provide opportunity to other person to gain the knowledge about that topic. He thought that with the process of asking disciplined questions the invalid or incomplete knowledge should be improved or corrected.
Reasons for the Use of Socratic Questions:
It forces learners to think critically in one particular area.
It stops roughly thinking process and make the thinking slow for examining their thoughts.
It provides one proper direction to which thinkers should think deeply.
It assists to obtain few targets of learning and teaching such as:
It will facilitate inquiry based learning.
It will make student centered learning.
It will help learners to construct their knowledge.
It will provide model scientific practice of inquiry.
It can be useful to both the sides: teacher as well as student. During asking Socratic questions teacher appreciates the thinking efforts of learner and ask more questions from the given answers. Hence, they reach to the depth of that topic by systematic Critical thinking. We know that emergence or development of each new field or inventions are the outcome of the cluster of question for deep thinking and though deep thinking they are arrived. So we can say that critical thinking is require not only for answering but also for asking difficult or deeper question of some topic, which is basically means Socratic question.
Other questions are different or we can say shallower than Socratic one. We can also say that other questions are informative but have limited portion of gathering data and they might not be interconnected with answers always. Simple questions might not have the probability of thinking critically. And the questions are too simple as they cannot afford the space for critical thinking. Here in the matter of Socratic Question asking, both the parties need to have critical thinking, for asking the question and as well as for answering it. It might not be pre-prepared as some other kinds because here questions emerge from the answers and the aim of the questioners is not only to get the knowledge at surface level but also to compel the learner to think critically about it.
Socrates (June 4, 470-399 BC) was a Greek Philosopher who coined the term which is useful to engage learner to think critically. His teaching was focused on disciplined and thoughtful dialogue. Socrates devised the use of questions that instigate reflective thoughts in the learners while/for learning, which in turn encourages the learners to use logic, assess the unchecked knowledge and thus construct reliable knowledge. According to Socrates every individual have their own particular way of thinking. When they explain things other can easily understand and remember those ideas and on the other hand individual ideas can be corrected simultaneously. Socrates questioning and its variant has been extensively used in psychotherapy. When teachers use Socratic questioning in teaching they have advantages of actual learning of students as it makes them active in learning.
ReplyDeleteRoll of teachers and students:
¤ Teacher shows genuine interest in student's knowledge and answer.
¤ Teacher will make sure that these questions are up to students' level
¤ Teacher will frame questions from answers he has got.
¤ He will connect one answer with another.
¤ Whatever answers or discission take place teacher will note down points on blackboard.
¤ Teacher will try to understand answers even if they are not relevant and guide it to proper answers.
¤ Students will adress the whole class so that everyone can get what he is saying.
Socrates questioning differentiates itself because it's not like others who repeated some things in class but he was believed in turn taking question while teaching. Questions which are able to shake things up and reject the traditional method it looks for better than it which makes students more accurate as well as more inclusive and logically coherent.
¤ Questions and answers both are important in others type of questioning only pay attention on answer. Here questions are more sustematic who develop with students' answer step by step.
¤ It's not based on remembering where students have to just recall the things but it makes them actively participate in class activity.
¤ Language generate between peer and student-teacher. It creates lively atmosphere in class because it's student centre learning.
¤ Teacher should not ask question on which answer will only in yes or no.
¤ Students get chance to observe their own thinking ( reflective thinking).
¤ It gives chance to students to go beyond the traditional classroom via thinking and develop their self.