This link has been bookmarked by 521 people . It was first bookmarked on 02 Mar 2006, by Pat keeney.
-
07 Jan 24
-
04 Nov 17
cwloneyteaching binary to 3rd graders
-
07 Jun 16
-
16 Mar 16
-
24 Nov 15
-
06 Nov 15
pjmoyd"The following is a transcript of a teaching experiment, using the Socratic method, with a regular third grade class in a suburban elementary school. I present my perspective and views on the session, and on the Socratic method as a teaching tool, following the transcript. The class was conducted on a Friday afternoon beginning at 1:30, late in May, with about two weeks left in the school year. This time was purposely chosen as one of the most difficult times to entice and hold these children's concentration about a somewhat complex intellectual matter. The point was to demonstrate the power of the Socratic method "
-
05 Nov 15
-
24 Sep 15
-
01 Aug 15
-
The experiment was to see whether I could teach these students binary arithmetic (arithmetic using only two numbers, 0 and 1) only by asking them questions.
-
As you will see below, understanding binary arithmetic is also about understanding "place-value" in general. For those who seek a much more detailed explanation about place-value, visit the long paper on The Concept and Teaching of Place-Value.)
-
I had therefore already established a certain rapport with the students, rapport being something that I feel is important for getting them to comfortably and enthusiastically participate in an intellectually uninhibited manner in class and without being psychologically paralyzed by fear of "messing up".
-
Students do not get bored or lose concentration if they are actively participating. Almost all of these children participated the whole time; often calling out in unison or one after anothe
-
It takes a lot of preparation, and a lot of thought. When it goes well, as this did, it is so exciting for both the students and the teacher that it is difficult to stay at that peak and pace or to change gears or topics.
-
It gives constant feed-back and thus allows monitoring of the students' understanding as you go. So you know what problems and misunderstandings or lack of understandings you need to address as you are presenting the material.
-
Not just any question will do, particularly not broad, very open ended questions, like "What is arithmetic?" or "How would you design an arithmetic with only two numbers?" (or if you are trying to teach them about why tall trees do not fall over when the wind blows "what is a tree?"). Students have nothing in particular to focus on when you ask such questions, and few come up with any sort of interesting answer.
-
nu
-
It is crucial to understand the difference between "logically" leading questions and "psychologically" leading questions. Logically leading questions require understanding of the concepts and principles involved in order to be answered correctly; psychologically leading questions can be answered by students' keying in on clues other than the logic of the content.
-
Finally, two of the interesting, perhaps side, benefits of using the Socratic method are that it gives the students a chance to experience the attendant joy and excitement of discovering (often complex) ideas on their own. And it gives teachers a chance to learn how much more inventive and bright a great many more students are than usually appear to be when they are primarily passive.
-
-
18 Jul 15
-
19 May 15
-
A teacher cannot do this for every topic or all day long, at least not the first time one teaches particular topics this way. It takes a lot of preparation, and a lot of thought
-
These are the four critical points about the questions: 1) they must be interesting or intriguing to the students; they must lead by 2) incremental and 3) logical steps (from the students' prior knowledge or understanding) in order to be readily answered and, at some point, seen to be evidence toward a conclusion, not just individual, isolated points; and 4) they must be designed to get the student to see particular points
-
-
13 Apr 15
-
pdwhittakerArticle (including lesson transcript) about teaching children binary arithmetic without doing anything but asking questions.
-
12 Apr 15
-
Guttorm HThe Socratic Method: Teaching by Asking Instead of by Telling http://t.co/iC8a7Wo97M
-
VOLKAN YILMAZThe Socratic Method - - IFTTT, bitly, - http://www.garlikov.com/Soc_Meth.html
-
03 Dec 14
-
27 Nov 14
-
08 Oct 14
kbuckley13Interesting take on the Socratic Method
-
14 Aug 14
-
11 Jul 14
-
14 Jun 14
-
02 Jun 14
-
25 Apr 14
-
07 Mar 14
Kathy Waddingtona transcript with a third grade
-
24 Feb 14
-
08 Feb 14
-
02 Feb 14
-
19 Jul 13
Marco Almeida@samjshah Here's a lesson made up a series of questions that gets Ss to explore ideas of binary arithmetic http://t.co/7TbkpIwO5Y
-
17 Jan 13
-
15 Jan 13
-
27 Nov 12
-
20 Oct 12
-
15 Oct 12
-
08 Oct 12
-
02 Sep 12
-
In a less pure form, which is normally the way it occurs, students tend to get stuck at some point and need a teacher's explanation of some aspect, or the teacher gets stuck and cannot figure out a question that will get the kind of answer or point desired, or it just becomes more efficient to "tell" what you want to get across. If "telling" does occur, hopefully by that time, the students have been aroused by the questions to a state of curious receptivity to absorb an explanation that might otherwise have been meaningless to them.
-
-
26 Aug 12
-
11 Aug 12
-
10 Aug 12
-
09 Aug 12
Tracy Tutenexample and guidelines on using the socratic method in the classroom
education teaching socratic learning math pedagogy philosophy method
-
15 Jul 12
-
10 May 12
-
14 Apr 12
-
09 Apr 12
-
01 Apr 12
-
10 Mar 12
-
09 Mar 12
-
24 Feb 12
-
23 Feb 12
-
21 Feb 12
-
Sarah BaconThis was to be the Socratic method in what I consider its purest form, where questions (and only questions) are used to arouse curiosity and at the same time serve as a logical, incremental, step-wise guide that enables students to figure out about a complex topic or issue with their own thinking and insights.
-
16 Feb 12
-
13 Feb 12
-
12 Feb 12
Jeff CarrollThe Socratic Method: Teaching by Asking Instead of by Telling http://t.co/yCFLc4Kw
-
11 Feb 12
pamdelThe Socratic Method: Teaching by Asking Instead of by Telling http://t.co/yCFLc4Kw
-
Jack HardcastleDo you know why it's called the Socratic Method? Have you ever tried this method?
-
10 Jan 12
-
01 Jan 12
-
04 Dec 11
-
28 Nov 11
-
15 Nov 11
-
29 Sep 11
-
27 Sep 11
-
25 Sep 11
-
13 Sep 11
-
23 Jul 11
-
25 Jun 11
-
21 Jun 11
-
15 Jun 11
-
14 Jun 11
-
13 Jun 11
-
11 May 11
-
09 May 11
-
07 May 11
-
21 Apr 11
-
19 Apr 11
-
17 Apr 11
-
16 Apr 11
-
15 Apr 11
-
14 Apr 11
-
11 Apr 11
-
06 Apr 11
-
24 Jan 11
Colin ClarkeThe Socratic method: Teaching by asking instead of telling. http://bit.ly/F4S6l
– cpaterso (cpaterso) http://twitter.com/cpaterso/status/29362839361683456 -
16 Jan 11
-
14 Jan 11
-
10 Jan 11
-
For the Socratic method to work as a teaching tool and not just as a magic trick to get kids to give right answers with no real understanding, it is crucial that the important questions in the sequence must be logically leading rather than psychologically leading. There is no magic formula for doing this, but one of the tests for determining whether you have likely done it is to try to see whether leaving out some key steps still allows people to give correct answers to things they are not likely to really understand. Further, in the case of binary numbers, I found that when you used this sequence of questions with impatient or math-phobic adults who didn't want to have to think but just wanted you to "get to the point", they could not correctly answer very far into even the above sequence. That leads me to believe that answering most of these questions correctly, requires understandingof the topic rather than picking up some "external" sorts of clues in order to just guess correctly. Plus, generally when one uses the Socratic method, it tends to become pretty clear when people get lost and are either mistaken or just guessing. Their demeanor tends to change when they are guessing, and they answer with a questioning tone in their voice. Further, when they are logically understanding as they go, they tend to say out loud insights they have or reasons they have for their answers. When they are just guessing, they tend to just give short answers with almost no comment or enthusiasm. They don't tend to want to sustain the activity.
-
-
03 Jan 11
-
02 Jan 11
Page Comments
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.