Dear all,
Welcome to Week 5 (February 4th - 11th, 2017) 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.
Answer the following question -
Welcome to Week 5 (February 4th - 11th, 2017) 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.
Answer the following question -
What is Socratic questioning and how does it differ from other types of questioning?
Please post your response before February 12th 2017.
Socrates (469 – 399 B.C.) was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils. His pupils include Plato and Aristotle. Socratic questioning is based on the idea that all thinking has a logic or structure which express of interconnected beliefs. The purpose of Socratic questioning is to expose the logic of someone’s thought or belief and to test it in what way it is true or make sense. Socratic questioning is divided into six categories;
ReplyDelete Clarification
Probing assumptions
Probing reasons and evidence
Viewpoint and perspectives
Probing implications and consequences
Questions about questions
All thinking has assumptions. Some makes claims or creates meaning. Sometimes thinking uses concepts or ideas where some explains facts. It can be clear or may be unclear, elaborated or undeveloped or create self awareness. Socratic questions can come from teachers or students and it can lead them to large group discussions. Teachers can evaluate what students say and think or its relationship with others.
The act of asking questions and seeking answers is fundamental to all human creativity and wilful living. The Socratic questioning technique is an effective tool to explore ideas in depth. Teachers can plan significant questions which can provide meaning and direction. After deciding the questions, teachers should provide time for the students to think and respond. Later they can analyse the responses. This practice can improve the higher level thinking skills of students. It will also promote debate and discussion practices. Teachers need to consider the level of questions and it should match with the level of students.
Socratic questioning is different and unique compared to that of other models of questioning. It promotes critical thinking in students mind. Students learn to ask authentic questions and they get an opportunity to explore the ideas in depth. Teachers can bring out the students hidden talent of questioning which is not possible with other formats of questioning. Students are free to think and they don’t have to follow any strict format. Thus Socratic questioning approach help students to construct knowledge and facilitate student- centered learning.
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ReplyDeleteIt is named after Socrates who was a Greek philosopher. A Socratic questioning has distinguishing features from simple questioning that such questions posed are quiet systematic, sorted out, in depth, reasonable, logical etc.Socratic questions deal with issues that are principles and theories that are justifiable. As per Socrates questions that arise in one's mind if are ponderable or thoughtful; such are helpful to generate a critical thinking process in the minds of the pupil/student.The Socratic questioning has major role to playbin the procedures of education.Socratic questioning works lile a psychotherapy on the students when the teacher poses meaningful questions on a topic to the students & then tries to proceed the interaction session by asking various kinds of questions that could probably arise from the replies the teacher gets.While the teacher tries to engage the students through Socratic questioning. We can say such questioning thrusts the mind of the student in order to determine the level of students knowledge or abilities. He or she tries to put infront of the teacher their point of view.The teacher poses the questions leading the discussion spontaneously & tries to create an exploratory environment in the classroom. By raising various kinds of questions the teacher boosts & transforms the knowledge in a thoughtful way Socratic questioning is very student centered, it helps the student to build knowledge & develop reasoning skills & more.There are specifically 6 types of Socratic questioning provided by R.W Paul:
ReplyDelete1)Questions for clarification
2)Questions that probe assumptions
3)Questions that probe reasons & evidence
4)Questions about viewpoints & perspectives
5)Questions that probe implications & consequences
6)Questions about the question
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 se 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 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 have also been extensively used in psychotherapy.
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 for clarification: • Why do you say that?
• How does this relate to our discussion?
• "Are you going to include diffusion in your mole balance equations?"
2. Questions that probe assumptions: • What could we assume instead?
• How can you verify or disapprove that assumption?
• "Why are neglecting radial diffusion and including only axial diffusion?"
3. Questions that probe reasons and evidence: • What would be an example?
• What is....analogous to?
• What do you think causes to happen...? Why:?
• "Do you think that diffusion is responsible for the lower conversion?"
4. Questions about Viewpoints and Perspectives: • What would be an alternative?
• What is another way to look at it?
• Would you explain why it is necessary or beneficial, and who benefits?
• Why is the best?
• What are the strengths and weaknesses of...?
• How are...and ...similar?
• What is a counterargument for...?
• "With all the bends in the pipe, from an industrial/practical standpoint, do you think diffusion will affect the conversion?"
5. Questions that probe implications and consequences: • What generalizations can you make?
• What are the consequences of that assumption?
• What are you implying?
• How does...affect...?
• How does...tie in with what we learned before?
• "How would our results be affected if neglected diffusion?"
6. Questions about the question: • What was the point of this question?
• Why do you think I asked this question?
• What does...mean?
• How does...apply to everyday life?
• "Why do you think diffusion is important?"
• Socrates was the early Greek philosopher who believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically. The Socratic approach to questioning is based on the practice of disciplined and thoughtful dialogue. 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. Teachers can promote independent thinking in their students. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking . These types of questions may take some practice on both the teacher and students’ part .
ReplyDelete• The Socratic Method involves a shared dialogue between teacher and students. The teacher leads by posing thought-provoking questions. Students actively engage by asking questions of their own. The discussion goes back and forth.
• Critical thinking plays an important role in the Socratic questioning. Critical thinking provides the conceptual tools for understanding how mind functions and Socratic questioning employs those tools in framing questions essential to the pursuit of meaning and truth.
• R.W. Paul's six types of Socratic questions:
1. Questions for clarification
2. Questions that probe assumptions
3. Questions that probe reasons and evidence
4. Questions about Viewpoints and Perspectives
5. Questions that probe implications and consequences
6. Questions about the question
• The key to distinguishing Socratic questioning from other type of questioning is that Socratic question is always systematic and deep. It is usually done orally, rather than in written form. Socrates was fundamentally concerned with the soundness of reasoning, with getting closer and closer to the truth in any given situation. Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers.”
Write-up on, ‘The Socratic questioning technique’.
ReplyDeleteSocratic was one of the great educators who taught by asking questions and thus drawing out answers from his pupils. (‘exduco’ means to ‘lead out’ which is the root of education.) 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. Socratic was convinced that disciplined practice of thoughtful questioning enable the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. This type of questioning can correct misconception and lead to reliable knowledge construction.
The overall purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people toward their ultimate goal. Socratic questioning is divided in six types. These types are,
1) Conceptual clarification questions:
Get the learners to think more about what exactly they are asking or thinking about prove the concept behind their argument. Use basis ‘tell me more’ questions that get them to deeper. For instance, why are you saying that?, what do you mean by?
2) Probing assumption:
Probing their assumption makes them think about the presuppositions and unquestioned belief on which they are founding their argument. This is shaking the bedrock and should get them really going! For e.g. what else could we assume?
3) Probing rational, reason and evidence:
When they are give a rational for their argument, dig into that reasoning rather than assuming it is a given. People often use un-thought- thought or weekly understood support for their arguments. For e.g. why is that happening?, How do you know this?
4) Questioning viewpoints and perspective:
Most arguments are given from a particular position. So attack the position. Show that there other, equally valid viewpoint. For e.g. Another way of looking at this is….., does this seem reasonable?
5) Probe implication and consequences:
The argument that they give may have logical implication that can be forecast. Does this make sense? Are they desirable?
6) Questions about the questions:
They can also get reflective about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court. For e.g. why do you think asked this question?
These are the types of questions of Socratic technique. In nutshell all these types of questions help the learners to develop critical thinking. A teacher should always motivate learners for questioning. This would lead them to think critically.
Critical thinking is thinking about our thinking while we are thinking in order to make our thinking better. Two things are crucial:
ReplyDelete• Critical thinking is thinking which involves self-improvement.
• This improvement comes from skill in using standards by which one appropriately assesses thinking.
To think well is to impose discipline and restraint on our thinkingby means of intellectual standards in order to raise our thinking quality that is not natural or likely in undisciplined, spontaneous thought.
The Socratic Questioning technique 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. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyse content through their own thinking and the thinking of those around them.
Named after Socrates, the Greek philosopher/teacher, his 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. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction.
Student-initiated questions increase higher-order learning by requiring them to analyse information, connect seemingly disparate concepts, and articulate their thoughts.
TAXONOMY OF QUESTIONS: Questions have been classified into several taxonomies intended to describe their fundamental essence. For the purposes of teaching, these taxonomies can be used by educators to formulate questions intended to elicit specific cognitive processes. The basic way to characterize questions is to classify them as either convergent or divergent. A convergent question, often called a closed question, is intended to elicit a specific response. In contrast, divergent questions, also known as open questions, elicit a wide range of responses that often require substantive elaboration. Educators use divergent questions to stimulate dialog and explore a range of issues related to the topic.
Another way to classify questions is to examine their cognitive level. A hierarchal approach to cognition was originally described by Bloom. Questions may address various levels of cognition ranging from mere recall of memorized facts to processes that require deep critical thinking. Questions can, therefore, address various cognitive domains with the intent of achieving specific learning outcomes. Each domain is further categorized as lower or higher order in terms of cognitive difficulty.
There can be three strategies in formulating questions:
Socratic Questioning: This method uses a form of inquiry that promotes open discussion in which one viewpoint is compared to another. Instead of providing information to students directly, the lesson is taught through probing and thought-provoking questions in an effort to stimulate original thought from the students.
Question Circles: Question circles is a strategy that leads students from superficial responses to deeper discussions of the subject matter. Originally conceptualized as a process to explore students’ understanding of written texts, question circles can be easily adapted to discuss a wide range of learning materials (case studies, videos) or experiences (laboratory exercises).
Student generated Questions:Most questioning approaches focus on the teacher asking the questions. Student-generated questions can lead to deep learning. Requiring students to create their own questions can elicit a greater understanding of the course material. When there were no definitive answers to the questions asked, students were expected to reflect on hypothetical answers, to gain a deeper knowledge of the material. Using this questioning strategy, students demonstrated greater thought complexity and engagement.
Socrates was a great philosopher and educator. He used to teach to his disciple by asking questions. He has given six questions which help the learners or students to understand ideas logically and to determine the validity of those ideas. Those six questions are,
ReplyDelete1. Clarification questions
Ex. Why are you saying that?
2. Questions about the question
Ex. What was the point of asking that question?
3. Assumption questions
Ex. What else could we assume?
4. Reason and evidence questions
Ex. Why is that happening?
5. Implication and consequence questions
Ex. What are the consequences of that assumption?
6. Viewpoint questions
Ex. Another way of looking at this is ..., does this seem reasonable?
The Socrates questioning help the teachers to make the students to think in the depth and to make them independent thinker. It helps the students to explore the ideas in depth and to find out valid knowledge. The students can develop their Higher-level thinking skills through thinking, discussing, debating, evaluating, and analyzing content through their own thinking and the thinking of those around them. By using Socrates questions the students would promote independent thinking and they would acquire knowledge of particular thing or idea. Independent thinking for the students means here the teacher would not stick to the topic. Infect he should allow the students to response by their knowledge on his questions and it will lead the students to the possible knowledge about the topic.
The Socrates questions are different from others because it promotes a way of independent and depth thinking. It helps the students to develop their thinking skill by responding the questions by their own knowledge of thinking. As much as the teacher will ask questions to the students without being stick to the topic then much more the class would be based on independent learning and they will give responses by thinking logically whatever they came to know. The Socrates questions make the learner to think systematically because the question series of Socrates is in a form of sequence. We can notice that each question is in a form of sequence. All the six questions lead the students to think logically, systematically and critically to acquire the knowledge of the question which would being asked.
To conclude, I would say that the questions of Socrates are different from others and it helps every human being to think logically and independently to understand the ideas, to gain knowledge regarding asked questions by oneself or others. At last, we could say that to gain higher order thinking skills we need to ask questions ourselves to become a thinker.
The 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.
ReplyDeleteThinking is driven by questions. So Socratic questioning leads to critical thinking for logical and empirical answer. 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.
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.
Socratic Questioning is a disciplined questioning that can be used to take your thought in many directions and for many purposes. Socratic Questioning can be used to…
• explore complex ideas
• get to the truth of things
• open up the issues and problems
• uncover assumptions
• analyze concepts
• distinguish from what we know to what we do not know
This method is systematic, disciplined, deep and it focuses on fundamental concept. Teacher uses this type of questioning mainly for two purposes:
• To draw students towards what they do not know from what they know
• To foster students’ ability to ask Socratic questions
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…
• Getting students to clarify the things
• Challenging students about assumptions
• Evidence as a basis for argument
• Implications and consequences
• Question the question
How Socratic questioning is differ from other methods of questioning
ReplyDeleteIn the Socratic method of education, teachers engage students by asking questions that require generative answers. Ideally, the answers to questions are not a stopping point for thought but are instead a beginning to further analysis and research. Teachers can use the Socratic method in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modeling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics. Copeland explains that it is important for teachers to clarify that these questions are not intended to create an environment of judgment, but rather to help students “examine their attitudes, beliefs, knowledge and logic.” The goal of the Socratic method is to help students process information and engage in deeper understanding of topics. Most importantly, Socratic teaching engages students in dialogue and discussion that is collaborative and open-minded as opposed to debate, which is often competitive and individualized.
Ideally, teachers develop open-ended questions about texts and encourage students to use textual evidence to support their opinions and answers. In the Socratic seminar, the teacher uses questions to guide discussion around specific learning goals. It is imperative for teachers to “establish guidelines to help students understand their roles and responsibilities” in the Socratic discussion. “Socratic questioning is a systematic process for examining the ideas, questions, and answers that form the basis of human belief. It involves recognizing that all new understanding is linked to prior understanding, that thought itself is a continuous thread woven throughout lives rather than isolated sets of questions and answers. Thus, Socratic Questioning in depth explorations of the students thinking which other methods can not promise.
Socrates Questioning
ReplyDeleteSocrates was one of the greatest Greek philosophers who taught by asking questions and thus drawing out answers from his pupils. 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 purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.
There are mainly six types of questions.
1) Questions for clarification
2) Questions that probe assumption
3) Questions that probe reasons & evidence
4) Questions about viewpoints & perspectives
5) Questions that probe implications & consequences
6) Questions about the questions
Socratic questioning helps students to achieve their teaching and learning goals, to improve long-term retention of knowledge. It also helps students to develop problem-solving skill, to construct knowledge. Socratic Questioning is intimately connected with critical thinking. Support active, student centered learning. Facilitate inquiry-based learning.
When we talk about Socratic questioning, we found that Socratic questioning are different from general questioning. In general type of questioning we can found questions like, open ended questions, close ended questions and optional type of questions. In close-ended questions we can be answered by a simple "yes" or "no," while in open-ended questions we require more thought and more information than a simple one-word answer. On the other hand, in Socrates questioning we need to , thinks for reasons for giving any kind of response, and we need to give references about the information of one’s experience. Thus, in this way Socratic questioning is differentiate from the other types of questioning.
Socratic questioning
ReplyDeleteSocrates is at once the most exemplary and the strangest of the Greek philosophers. Socratic questioning is disciplined questioning that can be used to explore thought in many directions and for many purposes like 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 and, to follow out logical implications of thought. Socratic question is always systematic and deep, focusing on complex concepts, principles, theories, issues or problems. 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
The best way to teach is through dialectic reasoning, or a question-and-answer process.This process should be the primary teaching method, so that students practice for many years, pursuing answers to questions in a disciplined methodical way. Socratic dialogs are usually focused on a specific complex concept or question, and exemplify a disciplined form of conceptual analysis. 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. In this way, Socratic questioning is different from general questioning.
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. Socratic questioning is referred to in teaching, and has gained currency as a concept in education, particularly in the past two decades. One of the reasons that instructors tend to overemphasize “coverage” over “engaged thinking” is that they do not fully appreciate the role of questions in teaching content. Consequently, they assume that answers can be taught separate from questions. Indeed, so buried are questions in established instruction that the fact that all assertions all statements that this or that is so are implicit answers to questions is virtually never recognized.
ReplyDeleteSocratic questioning is divided into six categories:
• Clarification
• Probing assumptions
• Probing reasons and evidence
• Viewpoint and perspectives
• Probing implications and consequences
• Questions about questions
This is why it is true that only students who have questions are really thinking and learning. It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions.
That we do not test students by asking them to list questions and explain their significance is again evidence of the privileged status we give to answers isolated from questions. That is, we ask questions only to get thought-stopping answers, not to generate further questions.
ReplyDeleteSocrates, the early Greek philosopher-teacher, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. In this technique, the teacher professes ignorance of the topic in order to engage in dialogue with the students.
He has given seven questions which help the learners or students to understand ideas logically and to determine the validity of those ideas.
1:- Clarification questions
Eg. What do you think is the main issue?
2:- Questions about an initial question or issue
Eg. Why do you think that?
3:- Assumption questions
Eg. What could we assume instead?
4:- Reason and evidence questions
Eg. Why do you think this is true?
5:- Origin or source questions
Eg. What caused you to feel that way?
6:- Implication and consequence questions
Eg. What are you implying by that?
7:- Viewpoint questions
Eg. What is an alternative?
Tips for Using Socratic Questioning:
Plan significant questions that provide meaning and direction to the dialogue ƒ
Use wait time: Allow at least thirty seconds for students to respond
ƒ Follow up on students’ responses
ƒ Ask probing questions ƒ
Periodically summarize in writing key points that have been discussed
ƒ Draw as many students as possible into the discussion ƒ
Let students discover knowledge on their own through the probing questions the teacher poses
Teachers can use the Socratic Method in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modeling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics. , the teacher uses questions to guide discussion around specific learning goals. It is imperative for teachers to “establish guidelines to help students understand their roles and responsibilities” in the Socratic discussion. “Socratic questioning is a systematic process for examining the ideas, questions, and answers that form the basis of human belief.
The Socrates questioning help the teachers to make the students to think in the depth and to make them independent thinker. It helps the students to explore the ideas in depth and to find out valid knowledge. The students can develop their Higher-level thinking skills through thinking, discussing, debating, evaluating, and analyzing content through their own thinking and the thinking of those around them.
Independent thinking for the students means here the teacher would not stick to the topic. Infect he should allow the students to response by their knowledge on his questions and it will lead the students to the possible knowledge about the topic. The Socrates questions are different from others because it promotes a way of independent and depth thinking. It helps the students to develop their thinking skill by responding the questions by their own knowledge of thinking.
To conclude, I say that the questions of Socrates are different from others. it helps to every person to think logically and independently to understand the ideas and to gain knowledge.
Socrates Method of Questioning
ReplyDeleteAncient Greece and Rome the history of Socrates method (500 b.c.e. – 400 c.e.). The group of thinkers was the first historical example to question the natural world in ways that did not involve myth or superstition. Much of their writings have been lost. Socrates believed that the best way to teach and learn was through disciplined, rigorous questioning, and almost all of his contributions to critical thinking are derived from his dialectics with unsuspecting Athenians.
Socrates believed that people learned best, not by being told what to believe or do, but by being guided through questioning to what made most sense to believe or do. He often used questioning to help people see either that what they said they believed they did not, in fact, believe or that what they said they believed was conceptually unsound or illogical.
Socrates gave six types of questioning.
1. Conceptual clarification questions
This is about what exactly they are asking or thinking about. Check the concepts behind their argument and use basic 'tell me more'. The questions are that get them to go deeper.
For Example *Why are you saying that?
*What exactly does this mean?
*How does this relate to what we have been talking about?
*What is the nature of ...?
2. Probing assumptions
To check their assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going.
For Example *What else could we assume?
*You seem to be assuming ... ?
*How did you choose those assumptions?
3. Probing rationale, reasons and evidence
When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. Most of person often use unthought through or weakly understood supports for their arguments.
For example *Why is that happening?
*How do you know this?
*Show me ... ?
*Can you give me an example of that?
4. Questioning viewpoints and perspectives
The more of arguments are given from a particular position later on attack the position. Show that there are other, equally valid, viewpoints.
For Example *Another way of looking at this is ..., does this seem reasonable?
*What alternative ways of looking at this are there?
*Why it is ... necessary?
*Who benefits from this?
5. Probe implications and consequences
The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable? or to check about the arguments and claim.
For Example *Then what would happen?
*What are the consequences of that assumption?
*How could ... be used to ... ?
6. Questions about the question
And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves.
For Example *What was the point of asking that question?
*Why do you think I asked this question?
*Am I making sense? Why not?
Socratic questioning is referred to in 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 have also been extensively used in psychotherapy. Socratic questioning is referred to in and has gained currency as a concept in 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 have also been extensively used in psychotherapy. Socratic questioning is divided into six categories:
ReplyDelete• Clarification
• Probing assumptions
• Probing reasons and evidence
• Viewpoint and perspectives
• Probing implications and consequences
• Questions about questions
Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such. This is why it is true that only students who have questions are really thinking and learning.
Socratic 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.
ReplyDelete- 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.
v 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.
Socretes was (ca.470-399 B.C) the early Greek philosopher and teacher. He was one of the gretest educators who taught by asking question to his pupils. Plato and Aristotle was the students of Socretes. A Socratic approach to teaching is based on the practice of disciplined and thoughtful dialogue. Through asking thoughtful questions Socretes examine ideas of his pupils. The purpose of the Socratic questioning is to change accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.
ReplyDeleteTypes of the Socratic questions:-
Socretes asked six types of the questions. They are following:
1) Conceptual Clarification questions:-
In these types of the questions they are asking questions about to prove the concept of the previous answer. Use this answer and asks deeper questions on it. For e.g. what do you mean by? Why?
2) Probing assumptions questions:-
In these questions they give their assumption or belief. For e.g. what are the other assumptions?
3) Probing rational, reason and evidence questions:-
In these questions they give reason and evidence in arguments they does not give assumptions. What are the reasons behind it? Why you say that?
4) Questioning viewpoints and perspective questions:-
Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints. Another way of looking at this is ..., for e.g. does this seem reasonable? What alternative ways of looking at this are there?
5) Probe implication and consequences questions:-
The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable? For e.g. Then what would happen? What are the consequences of that assumption?
6) Questions about the questions:-
And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc. For e.g. what was the point of asking that question? Why do you think I asked this question?
Socratic method is a form of cooperative argumentative dialogue between individuals based on asking and answering questions to stimulate critical thinking and to draw out ideas and underlying presumptions. It is a dialectical method. There are six type of Socratic questioning which are as follows :-
ReplyDelete1 Clarification questions
2 Questions about an initial
question or issue
3 Assumption questions
4 Reason and evidence question
5 Implication and consequence
questions
6 Viewpoint questions
So we can say that here word 'Socratic' means systematic , depth and keen interest in assessing truth of different things. In conclusion we can say that Socratic questioning technique is different from other techniques as it enhance independent learning among students. Its a creative as well as core technique in critical thinking.
Socratic method also known as "Socratic debate " is named for Socrates the early Greek philosopher . His approach to teaching is based on the practice of disciplined and thoughtful dialogue.The art of Socratic questioning is important for critical thinker because the art of questioning is important to excellence of thought.Socratic questioning is further classified into six types of questioning and they are as follows :-
ReplyDelete(1) Clarification questions
(2) Questions about an initial
question or issue
(3) Assumption questions
(4) Reason and evidence question
(5) Implication and consequence
questions
(6) Viewpoint questions
In nutshell we can say that Socratic questioning technique is an effective way to explore ideas in depth. It's a helpful tool in critical thinking. Through this technique one can promote independent thinking among their students.And sir to this Socratic Questioning technique differ from other techniques of questioning.
Socratic was one of the great educator. Plato and Aristotle was the students of Socrates . A Socratic approach to teaching is based on the practice of disciplined and thoughtful dialogue. Socratic question for clarification and question that probe assumption. Socratic approach to teaching based on the practice of discipline and thoughtful dialogue. His questioning is important for excellence thought . Socratic questioning is classified into six types of questioning.
ReplyDelete1)Questions for clarification
2)Questions that probe assumptions
3)Questions that probe reasons & evidence
4)Questions about viewpoints & perspectives
5)Questions that probe implications & consequences
6)Questions about the question
Socratic questions are different from other because these questions help reliable knowledge questioning.
Socratic questioning is useful for explore ideas in depth. With the help of this questioning we can start independent thinking.
The Socratic method is one of the most famous, least used, and least understood teaching and conversation practices. The Socratic method of questioning is named after the Greek philosopher Socrates (469 BC–399 BC), who lived in Athens Greece. 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. A single, consistent definition of the Socratic method is not possible due to the diversity with which 'the method' has been used in history. There are many styles of question oriented dialogue that claim the name Socratic method.
ReplyDeleteSocratic questioning is divided into six categories:
• Clarification
• Probing assumptions
• Probing reasons and evidence
• Viewpoint and perspectives
• Probing implications and consequences
• Questions about question.
During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking. The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own. The teacher creates and sustains an intellectually stimulating classroom environment and acknowledges the value of students practice for many years, pursuing answers to questions in a disciplined methodical way. Socratic dialogs are usually focused on a specific complex concept or question, and exemplify a disciplined form of conceptual analysis. The 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. In short Socratic questioning is a method that explores an in depth thinking of the students.
ReplyDeleteGreek 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. The 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 developed higher order thinking. Higher order thinking skills are present while student think, discuss, debate, evaluate and analyze content through their own thinking.
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 achieve their teaching and learning goals. Improve long-term retention of knowledge. Help students to develop problem-solving skill. Socratic questioning is different and unique compared to that of other models of questioning. Students are free to think and they don’t have to follow any strict format. 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.
Named 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 student. Art of questioning is important to excellence of thought. 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. So questioning created by Richard Paul.
ReplyDelete1) 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
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.
Socrates was a great philosopher and educator. He used to teach to his disciple by asking questions. Socratic question means to ask thoughtful questions to the learners through which they can learn something. The longer and deeper conversation is only possible when the questions are in the reaching area of learners, otherwise they cannot answer critically. This method of questioning is also known as Method of Elenchus. Teacher will frame main questions and try discussion with responses. Learners will try to arrange their thoughts in a logical way and say it loud in the classroom.
ReplyDeleteThere 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.
To conclude we can say that Socratic questioning helps learners to achieve their teaching and learning goals.The art of Socratic questioning is intimately connected with critical thinking because the art of questioning is important to excellence of thought. The Socratic questioning technique is an effective tool to explore ideas in depth.
Socrates was a classical Greek philosopher. He given disciplined about questioning that can be used for many purpose such as to explore complex idea, to get to the truth of things, to open up issues and problems, to uncover assumption, to analyse concepts and so on. It is referred to in teaching and has a concept in education. It helps to taking at a deep level. When teaching use this discipline in teaching, their purpose may be student thinking, issue or subject analyse a concept. However, His questioning is connected with critical thinking because it is important to excellence of thought. It has student centred discipline, helps to build learner cognitive domain. There are six types of Socratic questioning developed by R.W. Paul, which are given below.
ReplyDelete1) Questions for clarification
2) Questions that probe assumptions
3) Questions that probe reasons & evidence
4) Questions about viewpoints & perspectives
5) Questions that probe implications & consequences
6) Questions about the question
Socratic, the great philosophy and educator, Socratic gave disciplined questioning that can be used to pursue thought in many directions and for purposes including: to explore complex ideas, to get 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 art of Socratic questioning is intimately connected with critical thinking because the art of questioning is important to excellence of thought. Critical thinking and Socratic questioning both seek meaning and truth.
ReplyDeleteSocratic questioning is at the art of critical thinking and a number of homework problems draw from R. W. Paul’s six types of Socratic questions:
1) Questions for classification
2) Questions that probe assumptions
3) Questions that probe reasons and evidence
4) Questions about viewpoints and perspectives
5) Questions that probe implications and consequences
6) Questions about the question
Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal. Socratic 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.
Socratic questioning:
ReplyDeleteWhat is Socratic questioning?
Socratic questioning was named after Greek philosopher Socrates wherein one offers systematic questions. A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. Socratic was convinced that disciplined practice of thoughtful questioning enables that scholar to examine ideas logically and to be able to determine the validity of these ideas. 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.
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. Teacher will frame main questions and try to extend the discussion with responses. These types of questions may take some practice on both the teacher and students’ part since it may be a whole new approach.
The role of a teacher:
Teacher has to give time to student for thinking and teacher has to give chance to speak also give group work to the student. Teachers also 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 technique :-
ReplyDeleteSocrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils ('ex duco', means to 'lead out', which is the root of 'education'). Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. One of his pupils was Plato, who wrote up much what we know of him. 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. 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. The purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. There are mainly six types of questions.
1) Questions for clarification:- In this questioning they ask question about what exactly they are asking or thinking about. Prove the concepts behind their argument. Use basic 'tell me more' questions that get them to go deeper. E.g. Why are you saying that?
2) Questions that probe assumption :- Probing their assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going! E.g. What else could we assume?
3) Questions that probe reasons & evidence:- When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly-understood supports for their arguments. E.g. Why is that happening?
4) Questions about viewpoints & perspectives :- Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints. E.g. Another way of looking at this is ..., does this seem reasonable?
5) Questions that probe implications & consequences :- The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable? E.g. Then what would happen?
6) Questions about the questions:- And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc. For e.g. what was the point of asking that question? Why do you think I asked this question?
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 analyse 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.
ReplyDeleteIn 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 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:
1. Getting students to clarify their thinking/ Explore the origin of their thinking
e.g., ‘Why do you say that?’, ‘Could you explain further?’
2. Challenging students about assumptions
e.g., ‘Is this always the case?’, ‘Why do you think that this assumption holds here?’
3. Evidence as a basis for argument
e.g., ‘Why do you say that?’, ‘Is there reason to doubt this evidence?’
4. Alternative viewpoints and perspectives/ conflict with other thoughts
e.g., ‘What is the counter-argument?’, ‘Can/did anyone see this another way?’
5. Implications and consequences
e.g., ‘But if...happened, what else would result?’, ‘How does...affect...?’
6. Question the question
e.g., ‘Why do you think that I asked that question?’, ‘Why was that question important?’, ‘Which of your questions turned out to be the most useful?’
The art of Socratic questioning is intimately connected with critical thinking because the art of questioning is important to excellence of thought. What the word "Socratic" adds to the art of questioning is systematically, depth, and an abiding interest in assessing the truth or plausibility of things.