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Transcript of Socratic Questioning in Action
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ssentials of Socratic Questioning in
the Classroom
Mdm Masayu Mahmud
Woodgrove Secondary School
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Agenda for the Day• Essential Questions for
Educators
• C2015 issues
• Why is questioning
important?
• Socratic Questioning ethod
• Socratic Seminar
• !enefits " #imitations
• $aul%s &a'onomy of Socratic
Questions• (roup)&hin*)Share
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Essential Questions for Educators
• How do we educate the child born in 2000 to live,work and compete in the “flat world” describedby Thomas Friedman?
• How will this eneration of children row up with
the necessary knowlede and wisdom as definedby the new 2!st century ta"onomies, to addressissues, problems and challenes when solutionsare comple" and not easily definable andaccessible?
• #ost importantly, how will children have meta$conitive prowess to e"plore deeper %uestions toponder and seek solutions to problems not yetknown?
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'Effective questioning has greater potential
than any other teaching method forstimulating student thinking…' +,issoc* "
-yortsuun. 1/2. p i'
3 All our knowledge results from questions,
which is another way of saying that
question-asking is our most importantintellectual tool 3
+$ostman +1/4/. in organ and Sa'ton
+1//1. p/
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Why is teacher questioning in the
classroom important?
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Questioning is important because• determines the leel of *no6ledge
students 7ring to the lesson to helpgauge prior learning8
• gauges understanding andperformance8
• stimulates thin*ing8
• helps clarify the ideas students hold8• encourages motiation through actie
participation8
• signals that 6e hae an interest instudents3 thoughts8
• encourages pro7lem soling8
• helps students learn from oneanother8
• deepens thin*ing leels8
• challenges 7eliefs and alues8
• aids in controlling student 7ehaiour
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Questioning
• What is important to you 6hen as*ing a
question?
• What is important to you 6hen as*ed a
• question?
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!emembering
• 9ecalling information
• 9ecogni:ing. #isting. -dentifying. ;aming.
• #ocating.
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"nderstanding
• E'plaining ideas or concepts to construct
meaning
• Summari:ing. -nferring. $araphrasing.• Classifying. Comparing. =escri7ing
• 9ecitation. Collection. Sho6 and &ell.
• E'ample. Qui:. utline
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Applying
• @sing information in another conte't
• Soles pro7lems. Calculates. Compiles.
• Completes. -llustrates• $hotograph. -llustration. Simulation.
• Sculpture. =emonstration. $resentation.
• -nterie6. $erformance. =iary. Aournal
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Analy#ing
• ethodically separating into parts and
studying relationships
• Comparing. =econstructing. rgani:ing.• Bttri7uting. -ntegrating
• (raph. Spreadsheet. 9u7ric. 9eport.
• -nquire. -nestigate
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Evaluating
• Audging 7ased on criteria
• Critiquing. &esting. easuring. Comparing
• Bssessing• =e7ate. 9eport. $resentation
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Creating
• Creating a ne6 idea or product
• =esigning. $lanning. a*ing. odifying.
&a*es ris*s
• &ool. $rogram. Song. Brt. =eice
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Application to Sub$ects
Science
• #a7el a diagram of a leaf
• Classify plants 7ased on leaf structure• Compare and contrast leaf adaptation
• -nestigate ho6 leaf structure is related to
the enironment in 6hich the plant gro6s• =esign a ne6 leaf structure that is a7le to
6ithin all 6eather elements
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Application to Sub$ects
Written #anguage
• #ist rules for using a comma
• Compare t6o 6riting samples for the useof commas
• &ransform a rap song into proper 6ritten
English and comma usage• -nent a ne6 6ord to descri7e a specific
emotion
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Question %ypes and &utcomes
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
• pportunities to
9espond Do6
often does theteacher as*
questions or gie
students a chance to
respond to the topicat hand?
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
• #eels of Questions ) Can
the teacher match specific
questions 6ith the
appropriate instructional leel
for that lesson? =o teachers
understand when certain
leels of questioning are the
most appropriate? #o6er
leel question are important
&hey help teachers andstudents scaffold and
prepare for other questions
that require deeper thought
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
•
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Elements of 'igher (evel
Questioning
Questions to gro6 7y
• Wait &ime Do6 long does the
teacher wait FFafter as*ing their
question? &his is a7solutely crucial to
eliciting 7etter student ans6ers9emem7er that students need time to
process their ans6ers. especially for
higher leel questions
• Strategies such as &hin*)$air)Share
can help students do this -t is also
important to GtrainH students to *no6that you expect an ans6er &he
silence may 7other you as a teacher.
7ut remem7er that it also 7others your
students @se this to your adantage
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
• Wording of Questions Do6
does the 6ording of a question
impact student ans6ers? =oes
the question elicit a one)6ord or
yesIno ans6er? =oes thequestion hae a definite right or
6rong ans6er? Bre there a
multitude of 6ays to ans6er a
question Gcorrectly?H =oes the
question require students to
proide eidence to supporttheir opinion? &here is no one
type of question students should
7e as*ed. 7ut ho6 does the
6ording impact the outcome?
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
• @se of !ac*ground ,no6ledge &he
concept of 7ac*ground *no6ledge and
scaffolding is essential for students to
connect to *ne6 learning Strong
neural path6ays in the 7rain arecreated 7y connecting to path6ays that
already e'ist. much li*e a system of
roads &he more 7ac*ground
*no6ledge students hae to dra6 upon
+content related or not the 7etter
ans6ers they can deise Consider
structuring higher)leel thin*ing
actiities so students can dra6 on that
7ac*ground *no6ledge to ma*e
stronger learning connections
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
• Student 9esponses Do6
students respond to the teacher%s
questions can tell you a lot a7out
the discussion norms in a
classroom Bre they respectful ofother%s ans6ers? =o they
intelligently contradict one
another 6ith eidence? =o they
ans6er at all? -s there a 7road
spectrum of the class inoled in
the conersation or is it Just 2 or students? Do6 easily can the
teacher recogni:e and redirect
students 6hen needed?
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Elements of 'igher (evel
QuestioningQuestions to gro6 7y
• &eacher%s 9esponse
&he ans6ers a teacher
gets can depend a great
deal on ho6 the teacherresponds to student
ans6ers &he teacher%s
responses can cause
students to *eep their
mouths closed or inspirethem to deeper and more
creatie 6ays of thin*ing
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'ence) ho* can *e move from++
• KClass do you understand?%
• =o you hae any questions?
• So are you ready for a test?
• What isF?
• Who isF?
http://comics.com/grand_avenue/2003-05-20/
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%o+
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,n Socratic Questioning teachers help
studentsclarify their thin-ing by.
• posing thought)proo*ing questions• rephrasing or as*ing additional questions
• *eeping the discussion focused
• encouraging students to e'plain things to
each other
• ensuring that students consider each
ie68 no ie6s should 7e cut off. ignored.
or unfairly dismissed
• 7rea*ing 7ig questions or tas*s into
smaller. more managea7le parts• helping students to identify 6hat they
need to *no6
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'o* questions affect student/s thin-ing
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Socratic Questioning Method
&efers to the %uestion and answer method
of philosophi'in (dialectic dialectic ) used by *ocrates
in +latos early dialoues (e--, Euthyphro),
often in con.unction with pretendedinorance (Socratic irony Socratic irony ), whereby a self$
professed e"perts over$confident claim to
knowlede is subverted-
#ore enerally, *ocratic method is anyany
philosophical or pedagogical method that philosophical or pedagogical method that
disinterestedly pursues truth through analyticaldisinterestedly pursues truth through analytical
discussiondiscussion
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Socrates/ (egacy
• @sing pointed questions. he defeated the
Sophists during pu7lic discussions in Bthens.
6ho professed such things as F
…!eal knowledge is not possi"le… …#ruth is a matter of preference…
• !y reealing their reasoning +or lac* of
• De. and $lato. populari:ed $hilosophical -nquiry
“The unexamined life is not worth living.”
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&ur (egacy) %oo
• $pponents of reason a7ound today F
Sound 7ites. sales pitches +opinion)clogged air6aes
anipulatie uses of data +$lain liesL
$ost)modern deconstructionists +today%s sophists &>. 666com +passiely receied. une'amined. stuff L
$eople don%t question anymore +they Just 6ait to tal*FF
• /pen, *ocratic uestionin can help combatthe lack of deep e"amination of ones life and
course material that we see in our students-
http://www.com/http://www.com/
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'o* ,s ,t Done?
Socratic ethod@sually. as depicted in $lato%s =ialogues. three
elements are eident8
1 B pro7lem is presented Quite often it is
a question of definition. eg. What is
Justice? What is the good life? What is a
poem? What is a mi'ture?
2 &hrough a series of questions. seemingly
simple yet apparently 7rilliant to the
o7serers. Socrates demonstrates the
fallacies or 6ea*nesses of the definition
argued
(enerally. the dialectic. or dialogue. ends
6ithout an agreed upon solution @sually.
all conclude that they must pursue the
truth more igorously
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0ample1 Socratic Seminar. 2
th
grade (iterature
TopicM #oe stin*s. yeah yeah
+urposeM &o 7ring the 6hole)class reading of !omeoand %uliet to a close and to spar* interests topursue in independent readings
Focus 1onceptsM #oe. conflict
esson *e%uenceM
1 Socratic Seminar on the nature of loe Studentsshould al6ays 7e guided to use specific e'amplesfrom !omeo and %uliet and other te'ts read inclass to proide eidence for their responses
2 Seminar follo6)up
a Students list t6o important. unresoled
questions that the seminar proo*ed in them andthat they%d li*e to e'plore further
7 Students then use one or 7oth of theseG7urning questionsH as the 7asis for their end)of)play analytical essay
Whereforeart thou9omeo?
S ti S i ( ti -
http://images.google.com/imgres?imgurl=http://www.101funpages.com/html/imgs/page_imgs/hw0602/woman.gif&imgrefurl=http://www.101funpages.com/html/f_hw1003.asp&h=338&w=204&sz=22&tbnid=OBubO-61nzIJ:&tbnh=114&tbnw=69&start=24&prev=/images%3Fq%3Dwoman%2Bexhausted%26start%3D20%26hl%3Den%26lr%3D%26sa%3DN
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Socratic Seminar. (ove stin-sSeminar prompting questionsM• =o you thin* 9omeo and Auliet 6ere
really in loe? Why or 6hy not?• What is loe? Bre there different types
of loe?• -s loe a 7asic human need. as 7asic
as the need for food and 6ater?• Do6 is loe portrayed in the media?
Do6 is this similar to or different from
ho6 loe is portrayed in !omeo and%uliet& Do6 accurate is this portrayal?• Do6 much do you thin* the ision of
loe depicted in !omeo and %uliet hasinfluenced our society%s ision ofromantic loe?
• =oes loing someone ma*e us 7etter
people? ore selfish? Do6 does itaffect us?• Do6 do 6e choose 6ho 6e loe? o
6e choose 6ho 6e loe?• Can loe 7e a destructie force? -s it
al6ays a constructie force?• Do6 are loe and conflict related?
A , i % h S i
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An ,nconvenient %ruth Socratic
Seminar• 1 Why is it important to *no6 6hat glo7al 6armingI climate
change is all a7out?
• 2 What are some of the reasons gien to support the idea that
glo7al 6arming is a result of human actiity? E'plain
• What are some arguments made to disagree 6ith ideas
supporting glo7al 6arming as a result of humans?
• N What are some of the reasons gien to support the idea that
climate change is a result of natural causes? E'plain
• 5 What are some arguments made to disagree 6ith ideassupporting climate change as a result of natural causes?
• O What idea do you agree 6ith? What are your reasons?
• 4 -s it possi7le for people to 7eliee that climate change is the
result of natural causes B;= to support efforts to reduce humans%
impact on the atmosphere? E'plain
• ur national goernment 6ants to ma*e seeral changes in our
country to reduce andIor set requirements regarding amounts of
greenhouse gases allo6ed into the atmosphere What 6ould 7e
some of the positie and negatie impacts on society if theserequirements are passed?
• / -n the last year. information has 7een found that some of the
claims made of human impact on glo7al 6arming 6ere falseIlies
Do6 does this information influence your opinion of human
impact? What a7out your opinion a7out ho6 much goernment
money should 7e spent?
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Employing Socratic Questioning
&eacher pro7es the assumptions and personale'periences and scientific data underlying astudent%s argument
Student as*s teacher to clarify. and a7out possi7leconsequences of an approach presented inclass
&eacher as*s students to role play each)others%
points of ie6. and to inestigate factualinformation to determine the accuracy of media
&he 9esult ????
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%he !esult?
• B 6ell cultiated critical thin*erM• raises ital questions and
pro7lems. formulating them clearlyand precisely8
• gathers and assesses releantinformation. using a7stract ideas
to interpret it effectiely comes to6ell)reasoned conclusions andsolutions. testing them againstreleant criteria and standards8
• thin*s openmindedly 6ithinalternatie systems of thought.recogni:ing and assessing. as
need 7e. their assumptions.implications. and practicalconsequences8 and
• communicates effectiely 6ithothers in figuring out solutions tocomple' pro7lems
S S
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(imitations of Socratic Seminar in
Classroom setting imitations
• Time3 1lass si'e3 1ontent delivery is slow
• 1an o in unproductive directions if not well directed by
teacher
• #ost effective in small roups
*trenths
• 1larifies, deepens, strenthens understandin
/f 4lements and *tandards of reasonin
5nd 6 of theirs and others 7ntellectual Traits• 4naes and 4lucidates students thinkin
/n the spot8
9enerates :5fter ;urn 6 reflection < coitation-
' d l hi i
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'o* do *e apply this in our
classroom?
• -nstead of diing into Socratic Seminar. 6e adopt a model 7y $aul.Elder " !artell +1//4 6hich states si' leels of SocraticQuestioning
11larificationM &o gather more information a7out a statement 7yas*ing Gtell me moreH type of questions
2+robin assumptionsM &o challenge and e'plore preconceied7eliefs. alues. perceptions. etc
5skin for reasons, evidence or causes
N+robin perspectivesM &o de7ate and offer alternatie ie6pointsand perceptions
54"plorin implications and conse%uencesM &o thin* ahead a7out6hat 6ill happen if the current argument is true
Ouestions about the %uestionM &o question the original questionand challenge one3s o6n thin*ing and reasoning
' t th S ti M th d i
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'o* to use the Socratic Method in
the Classroom?Tips for the Teacher
• $lan significant questions that proide structure and direction to the lesson
• $hrase the questions clearly and specifically
• Wait &imeM aintain silence and 6ait at least 5 to 10 seconds for students to respond
• ,eep the discussion focused
•
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Questions of Clarification
• (et students to thin* more a7out 6hat e'actly they are as*ing orthin*ing a7out $roe the concepts 7ehind their argument !asic 3tellme more3 questions that get them to go deeper
• (hat do you mean "y…
• (hat is your main point& • (hy are you saying that&• (hat exactly does this mean&• )ow does this relate to what we have "een talking a"out&• (hat is the nature of &•
(hat do we already know a"out this&• *an you give me an example& • Are you saying or & • *an you rephrase that, please&
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Questions that 3robe Assumptions
$ro7ing of assumptions ma*es them thin* a7out the presuppositions andunquestioned 7eliefs on 6hich they are founding their argument &his is
sha*ing the 7edroc* and should get them really goingL• (hat else could we assume&• +ou seem to "e assuming & • )ow did you choose those assumptions& • lease explain whyhow & • )ow can you verify or disprove that assumption&
• (hat would happen if & • o you agree or disagree with & • (hat are you assuming&• (hat is ..... assuming&• (hat could we assume instead&• +ou seem to "e assuming ///// o 0 understand you correctly&• +ou seem to "e assuming ///// )ow do you 1ustify this as your position&• All of your reasoning is dependent on the fact that /////• (hy have you "ased your reasoning on //// rather than ////&
Q ti th t b
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Questions that probe reason 4
evidenceWhen they gie a rationale for their arguments. dig into that reasoning ratherthan assuming it is a gien $eople often use un)thought)through or 6ea*lyunderstood supports for their arguments
• (hy is that happening&• )ow do you know this& • Show me &
• *an you give me an example of that&• (hat do you think causes &• (hat is the nature of this& • Are these reasons good enough& • (ould it stand up in court& • )ow might it "e refuted&
• )ow can 0 "e sure of what you are saying&• (hy is happening&• (hy& 2keep asking it -- you'll never get past a few times3 • (hat evidence is there to support what you are saying& • $n what authority are you "asing your argument&
Q ti b t i i t
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Questions about vie*points 4
perspectivesost arguments " discussions are gien from a particular positionSo attac* the position Sho6 that there are other. equally alid.ie6points
• Another way of looking at this is , does this seem reasona"le&
• (hat alternative ways of looking at this are there&• (hy it is necessary&• (ho "enefits from this&• (hat is the difference "etween and&• (hy is it "etter than &• (hat are the strengths and weaknesses of&
• )ow are and similar& • (hat would say a"out it& • (hat if you compared and & • )ow could you look another way at this&
Q ti th t b i li ti d
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Questions that probe implications and
consequences
&he argument that they gie may hae logical implicationsthat can 7e forecast =o these ma*e sense? Bre theydesira7le?
• #hen what would happen&
• (hat are the consequences of that assumption&• )ow could "e used to &
• (hat are the implications of &
• )ow does affect &
• )ow does fit with what we learned "efore&• (hy is important&
• (hat is the "est & (hy&
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Questions about the question
• Bnd you can also get refle'ie a7out the 6holething. turning the question in on itself @se their
attac* against themseles !ounce the 7all 7ac*into their court. etc
• (hat was the point of asking that question&
• (hy do you think 0 asked this question&
• (hat does that mean&• What 6as the point of this question?
• Do6 doesapply to eeryday life?
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(et/s try
• Classify the follo6ing
questions
(E(9B$DP
1 What is glo7al 6arming?2 What are the factors
contri7uting to glo7al
6arming?
Do6 do you *no6 the earth is
getting 6armer? Whateidence supports your
ans6er?
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(et/s try+
D-S&9P• =o historians ma*e
alue Judgments indeciding 6hat to
include and 6hat toleae out?
• Why do historicalfacts differ from one
ie6 to another?• Do6 can 6e 7egin to Judge a historicalpoint of ie6?
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(et/s try+
B&DEB&-CS
GWhat does a fraction
mean to you?H
GWhere do you usefractions?H
GCan you gie me an
e'ample of a fraction?H
GWhere do you seefractions?H
GWhy are fractionsimportant?H
4"amples of 9eoraphical%uestions
;loom=s Ta"onomy *ocratic uestionin uestion foci
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(hich was the "etter strategyto use&(hich management choice islikely to have the most positiveimpact& (hy is the study of volcanoesimportant&
Ealuation Questions a7out thequestion
Bssess. Judge. ealuate.compare and contrast
(hat conclusions can youdraw from the experiment&!eflecting on the supposedcauses of glo"al warming whatwould you do&
Synthesis Questions that pro7eimplications andconsequences
9eflect. predict. speculate.design. create. com7ine.hypothesise
(hy did this 45$ decide thiswas the most appropriate wayof dealing with the pro"lem&(hat is the function ofregeneration pro1ects&
Bnalysis Questions of ie6points andperspecties E'plain. infer. dra6conclusions. prioritise
(hy&(hy does the climate graphfor 6athmandu show this
pattern&
Bpplication Questions that pro7ereasons and eidence
@se. interpret. use in a ne6conte't. relate
)ow do waves erode thecoast&escri"e the climate graph
Comprehension Questions that pro7eassumptions
E'plain. summarise. descri7e.compare
(hat is the capital city of5ermany&
(hat is the name for a multi-channelled river&
,no6ledge Questions of Clarification =efine. recall. descri7e
Types of uestions 1oncept eforestation
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ypes o uest o s 1o cept< ssue e o estat o
Questions of Clarification Where are the tropical rainforests located inthe 6orld?
Questions that pro7e assumptions Why are they located near the equator?
Questions that pro7e reason and eidence Suggest some reasons 6hy tropicalrainforests are 7eing logged? What are thecleared lands 7eing used for and 6hy?
Questions a7out ie6points or perspecties What is the alternatie to commerciallogging? Do6 does deforestation impactindigenous people and pharmaceuticalcompanies?
Questions that pro7e implications andconsequences
What are the consequences of large scaledeforestation all oer the 6orld? What arethe short term and long term impacts?
Questions a7out the question Why are tropical rainforests important in thefirst place? Do6 has slash and 7urnagriculture affecting rates of deforestation?Who is loo*ing into reersing the pro7lem?Do6 successful hae the strategies 7een?
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5roup1%hin-1Share
• -n your groups decide on a concept that you
6ant to discuss on and design O types of
questions 7ased on the concept
http://comics.com/frazz/2005-03-10/
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B Socratic questioner shouldM• $lan significant questions that proide structure anddirection to the lesson• $hrase the questions clearly and specifically• Wait &imeM aintain silence and 6ait at least 5 to 10
seconds for students to respond• ,eep the discussion focused•
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"Good questions recognize the widepossibilities of thought and are builtaround varying forms of thinking.Good questions are directed towardlearning and evaluative thinkingrather than determining what hasbeen learned in a narrow sense" – N
M anders
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!eflections
• -dentify the ta'onomy leels eident in
your lesson
• #ist the questions 6ithin the lesson
• #ist possi7le student questions
• Do6 might you proide opportunities for
higher)order thin*ing?
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