This link has been bookmarked by 138 people . It was first bookmarked on 02 Mar 2006, by Pat keeney.
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Alan StebbensA great explanation of how to teach young people by asking questions instead of telling.
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cithel orozcoSocratic Method of questioning
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Siluk DiebelThe most difficult times to entice and hold these children's concentration about a somewhat complex intellectual matter.
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Gary CranstonThe following is a transcript of a teaching experiment, using the Socratic method, with a regular third grade class in a suburban elementary school.
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Gary CranstonThe following is a transcript of a teaching experiment, using the Socratic method, with a regular third grade class in a suburban elementary school.
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I believe that a demonstration of a method that can teach
such a difficult subject easily to children and also capture their enthusiasm
about that subject is a very convincing demonstration of the value of the
method. -
This 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. - 21 more annotations...
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The point was to demonstrate the power of the Socratic method for
both teaching and also for getting students involved and excited about
the material being taught.
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Martin LindnerThe following is a transcript of a teaching experiment, using the Socratic method, with a regular third grade class in a suburban elementary school.
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Sue Archerineresting need to finish reading
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JustcallmeTomThe Socratic Method:
Teaching by Asking Instead of by Telling -
kath HolmesSocratic dialogue illustrating how it can be used to teach place value concepts
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Rebecca NashGreat ideas
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Jon AstonTeaching by asking questions
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Cindy KendallThe Socratic Method:
Teaching by Asking Instead of by Telling -
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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 another. If necessary, I could have asked if anyone thought some answer might be wrong, or if anyone agreed with a particular answer. You get extra mileage out of a given question that way. I did not have to do that here. Their answers were almost all immediate and very good. If necessary, you can also call on particular students; if they don't know, other students will bail them out. Calling on someone in a non-threatening way tends to activate others who might otherwise remain silent. That was not a problem with these kids. Remember, this was not a "gifted" class. It was a normal suburban third grade of whom two teachers had said only a few students would be able to understand the ideas.
The topic was "twos", but I think they learned just as much about the "tens" they had been using and not really understanding.
This method takes a lot of energy and concentration when you are doing it fast, the way I like to do it when beginning a new topic. 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. 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. When it does not go as well, it is very taxing trying to figure out what you need to modify or what you need to say. I practiced this particular sequence of questioning a little bit one time with a first grade teacher. I found a flaw in my sequence of questions. I had to figure out how to correct that. I had time to prepare this particular lesson; I am not a teacher but a volunteer; and I am not a mathematician. I came to the school just to do this topic that one period.
I
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Tom McLeodA good example of the Socratic method effectively played out in a classroom, as well as a discussion of its use.
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Chris LottA transcript using the Socratic method to teach about binary numbers
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Craig RettigThe 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.
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Pablo BlumVery interesting way of teaching by asking instead of by telling, also called inquiry-based learning.
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The following is a transcript of a teaching experiment, using the Socratic method, with a regular third grade class in a suburban elementary school.
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David SimTeaching by asking questions...
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Fred GagnonTeaching by Asking Instead of by Telling
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