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Socratic Questioning

Socratic Questioning. “Can it be, Ischomachus , that asking questions is teaching? I am just beginning to see what is behind all your questions. You lead me on by means of things I know, point to things that resemble them, and persuade me that I know things that I thought I had no knowledge of.”

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Socratic Questioning

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  1. Socratic Questioning “Can it be, Ischomachus, that asking questions is teaching? I am just beginning to see what is behind all your questions. You lead me on by means of things I know, point to things that resemble them, and persuade me that I know things that I thought I had no knowledge of.” - Socrates (Quoted in Xenophon's "Economics") 2011- Tulsa Community College- Engaged Student Programming

  2. During Socratic questioning, the tutor is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking. The tutor poses questions that are more meaningful than those a novice of a given topic might develop on his or her own. The tutor creates and sustains an intellectually stimulating classroom environment and acknowledges the value of the student in that environment. In an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers. How to Use the Socratic Method in the Classroom 2011- Tulsa Community College- Engaged Student Programming

  3. Plan significant questions that provide structure and direction to the lesson. Phrase the questions clearly and specifically. Wait Time: Maintain silence and wait at least 5 to 10 seconds for students to respond. Keep the discussion focused. Follow up on students' responses and invite elaboration. Stimulate the discussion with probing questions. Periodically summarize what has been discussed. Draw as many students as possible into the discussion. Do not pose yes/no questions, as they do little to promote thinking or encourage discussion. Do not pose questions that are vague, ambiguous, or beyond the level of the students. Tips for tutors 2011- Tulsa Community College- Engaged Student Programming

  4. Questions of Clarification Can you give me an example? What is the source of that idea or information? Can you summarize what we discussed? Questions that Probe Assumptions What are you assuming? How would you support your assumption? Questions that Probe Reasons and Evidence What did you observe in the demonstration/experiment? What evidence supports your hypothesis? Questions that Probe Implications and Consequences What effect would that have? What could you generalize from this observation? What does that remind you of? What do you predict will happen next? Types of Questions 2011- Tulsa Community College- Engaged Student Programming

  5. Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes (i.e., reflective thinking). Thoughtful, disciplined questioning in the classroom can achieve the following teaching and learning goals: Model scientific practices of inquiry Support active, student-centered learning Facilitate inquiry-based learning Help students to construct knowledge Help students to develop problem-solving skills Improve long-term retention of knowledge Why Use Socratic Questioning? 2011- Tulsa Community College- Engaged Student Programming

  6. http://serc.carleton.edu/introgeo/socratic/index.html References 2011- Tulsa Community College- Engaged Student Programming

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