Dr. Wendy Ghiora – Posting #35 – October 31, 2009
When children have learned how to dissect words into their parts and to create new words by putting the parts together, they will be in awe of their own utter brilliance! This wonderful skill is also known as: morphological problem solving.
Most words used in the English language today were not originally English. These words were borrowed (taken) from other languages. Many English words have Latin or Greek origins. An English word can consist of three parts: the root, a prefix and a suffix. The root is the part of the word that contains the basic meaning (definition) of the word. The root is the base element of the word. A prefix is a word element that is placed in front of a root. A prefix changes the word's meaning or makes a new word. A suffix is a word element that is placed after the root. The suffix changes the word's meaning as well as its function (use). Prefixes and suffixes are also called affixes because they are attached to a root.
A suggested lesson would be to teach students what a prefix is. Then gradually introduce several prefixes that all have the same or similar meanings. Here is an example:
Prefixes that make opposites
Each of the following prefixes, when added in front of the root word, makes the root word have the opposite meaning, or means something like “not” plus the root word.
For example, ask the students to place the prefix “un” in front of the root word “happy.”
Then have them tell their partner what the new word “unhappy” now means.
Prefixes: Root words
Un- happy, lucky
Im- possible, polite
Ir- regular, responsible
You can also teach the meanings of commonly used prefixes such as : “re,” “un,” and “pre.” Then write these words on the board: rewrite, undo, and preview, and ask students to say the words. Ask them how the addition of the prefixes changed the meaning of the words.
Next, introduce some commonly used suffixes:
Suffix - Meaning
able- able to be
ful - full of
ity - quality or degree
ive have or tend to be
ize - become
less - without or lacking
ment - act of
ness - state of
or - person that does something
ward - in the direction of
Students can now compose new words and understand their meanings as they do so. By using all three word parts, they can create words such as:
Unmanageable and impossibility.
Sample of words using roots, prefixes and suffixes:
Root- Meaning- Word(s)
bio- life, biography, biology, antibiotic
terr- earth, subterranean, extraterrestrial
More Word Identification Activities
Have students work in groups of three or four. Tell them to appoint a recorder and a reporter. Ask them to look in one of their textbooks (or in newspapers or magazines) for words with prefixes and suffixes. Group members find the words and tell the recorder which words to write. The recorder should also draw a circle around the root word, draw one line under a prefix, and two lines under a suffix. When the groups have completed their lists, each reporter should share the results with the entire class, writing the words on the board and circling and underlining prefixes and suffixes. Group members can take turns explaining how they analyzed the word parts to find the meaning of the whole word.
In no time at all, your students will be able to dissect words that may initially look big and difficult, but with their new knowledge of the anatomy of a word, sit back and watch your young sleuths go to work. Students will really get into this; with large spoonfuls of “aha!” moments topped with a real sense of wonder at how much smarter they are with this awesome newly acquired skill. As an additional bonus, students’ vocabulary levels and reading levels will also improve dramatically.
Saturday, October 31, 2009
Saturday, October 24, 2009
Creating a Sense of Wonder in the Classroom
- Dr. Wendy Ghiora – Posting #34 – October 24, 2009
"If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in."
Rachel Carson
What is a “sense of wonder?” Here are some definitions:
1. Emotion aroused by something awe-inspiring, astounding, or marvelous
2. The quality of exciting amazed admiration
3. Rapt attention or astonishment at something awesomely mysterious or new to one's experience
4. A state in which you want to learn more about something
If these definitions describe the kind of learning you’d like your students to experience, then this posting is for you. The next few postings will feature types of lessons that lend themselves well to fostering a sense of wonder for your classroom students. The first area is nature and science.
Why teach about nature and environmental science?
Nature education is critically important in a child’s education for three reasons:
1. Nature education is important for its own sake. The natural world has inspired awe and wonder in children and adults alike for more generations than we can count. Yet children today, especially urban children, are increasingly divorced from or frightened by this wonder, unaware of its power and beauty.
2. In a world increasingly threatened by the effects of human behavior, we need a custodial generation of young people committed to finding solutions to ecological problems.
3. Nature is a wonderful curriculum area. The natural world is patterned, yet ever-changing. Birth, growth, and death--topics of abiding interest to young children’s opening minds--are central to it. And the observation, classification, and communication skills that develop in the study of nature lead to the skills and dispositions children will need to succeed in school."
When should environmental education begin?
Environmental education is a process – a lifelong process that starts with the child’s first experiences in the natural world. “Children create strong and enduring mental representations of what they have experienced in investigating the everyday world.” (Conezio and French, 2002).
The best classroom program, one that will foster a sense of wonder, recognizes that:
1. Children actively construct their own knowledge
2. Children learn best through activities, which engage their interest
3. Inclusive programs expand opportunities for all children
4. Appropriate assessment and reflection strengthens learning and teaching
·
Children love to explore the natural world but by fourth grade, many school programs squash their curiosity with the way science is taught. We can and should be doing a better job empowering kids in schools to follow their curiosities and explore their world through science. You see, wonder begins with curiosity.
A simple, yet provocative science project dealing with nature, can be implemented in virtually any classroom. It involves those slimy, slithering, creatures children are fascinated by: earthworms.
BREEDING EARTHWORMS: Raising earthworms is an interesting activity for children in elementary and junior high school. For people who own amphibians, it is an important source of food. Making a dwelling for earthworms, called a wormery is very easy. You have to simply make a heap of soil and mix some cut grass and other kitchen vegetable scraps and fruit. This culture does not need special care, except for keeping it humid, and watering at least every two days in summer. Once in a while, add other vegetable waste and every two weeks mix the heap. You can observe earthworms' digestive and circulatory systems by dissecting them.Keyword: earthworm breeding vermiculture.
REGENERATION OF ANIMALS: Some animals can be cut in half and from each part will grow a complete individual. Try to cut an earthworm in half. (Research where it should be cut, as this is important). Keep these "pieces" in their natural environment and you will see they will regenerate the other part. Fascinating. But how come? Most students will want to know. Here’s one point where the child’s curiosity becomes a genuine sense of wonder.
Suggested Activities:
Step One: Before beginning activities that involve handling earthworms, a discussion on the care of living things would be worthwhile. Worm welfare is very important !! Contrary to popular belief it depends on where the earthworm is cut whether it is able to regenerate the missing part of its body.Discuss with the students likely places for earthworms to be found. Either go out and dig sods containing earthworms or get the students to bring sods from home.
Earthworms can be kept in culture in almost any large container, provided that it is non-porous (otherwise it will be difficult to keep the soil sufficiently moist). The size of the container will determine the number of earthworms that can be accommodated. Three to five worms per 500ml capacity will allow the earthworms to carry out their activities, such as cocoon production, normally. Cultures are best kept cool, between 10°C and 15°C. Suitable food sources are partly rotted straw or tree leaves, or moist horse manure.
Step Two: Have students make drawings or take photographs of the earthworms in the wormery on the very first day. Students could spend some time researching for further information about earthworms, using the library, gardening books and/or magazines, and the internet. Several helpful web sites are listed in the bibliography included with this unit. The wormery inhabitants then need to be left alone to establish themselves.
Step Three: After the wormery has been established for about a week, if the students take off the cover they will be able to observe that changes have occurred. The wonder excellerates!
Draw an accurate diagram or take a photograph of the wormery. Compare this to the diagram drawn or photograph taken on the first day. Make a list of changes that have occurred.
Study the way the earthworms move and make tunnels. List three things that help the earthworms to move and make tunnels.
It would be interesting to keep the wormery for one or two more weeks so the students can observe it again and repeat this activity.
Encourage students to ask questions about the earthworms. List them on the board.
Here are some questions they may wonder about:
1. What do earthworms eat?
2. Where do they live?
3. What do they like?
4. How do they breathe underground? –
5. How are they like us?
Our role as teachers of natural or environmental science is to guide and encourage further exploration. The art of inquiry and constructivist teaching is to not tell or fill a child with facts, but to help each child build and construct their own ideas about the world around them. Teachers can do this through anticipating questions and misconceptions, and by careful preparation of the learning environment.
Here are just a few of the wonders of nature your students will discover:
An Earthworm’s Body
Is soft, slimy brown or pink and is divided into rings or segments.
Is pointed at both ends with one end flattened.
Uses its skin to breathe and small bristles to move.
Has no eyes.
Earthworms have a Lifespan
Living Beginning
Growth
Development
Reproduction
Death
Earthworms Movement
It has tiny little hairs sticking out underneath its body. The earthworm uses these bristles called setae to cling to the ground as it moves.
The earthworm contracts its body to move.
Earthworms help the Environment by enriching and producing soil
Worms spend their days tunneling through soil. Worms usually tunnel at least 20cm everyday.
Worms eat dirt and other debris.
Earthworms build soil by producing body waste called castings that are rich in nutrients.
An Earthworms Lifecycle
Earthworms are hermaphrodites, each having both female and male reproductive organs. Fertilized eggs are deposited in the soil in cocoons. Each cocoon produces an average of four eggs. Eggs hatch within three weeks. Earthworms burrow deep into the soil and come to the surface to feed on organic debris.
Reasons To Study Earthworms?
Young children construct knowledge through participation with others in activities that foster experimentation, problem solving, and social interaction.
This Study Uses Inquiry Methods
You can use K-W-L Charts to guide, develop and answer questions together. KWL Chart (What I know, Want to Know, What I Learned).
How to Create a Fun Lesson and Create That Sense of Wonder
1. Plan the Environment
o Child Centered and Teacher Focused.
o Create a Science Rich Environment.
o Encourage Wonder.
o Build Excitement.
o Explore living things in a new way.
2. Be a Caring Naturalist
o What is a Naturalist.
o Stay Safe (discuss what can be touched and what cannot).
o Keep animals and plants safe.
o Look very carefully at what you find.
3. Questioning
o Tell me what you found.
o What does it look like?
o How does it feel?
o Where did you find it?
o Why do you think it was there?*
4. Reflection
Teacher interaction through focused exploration of organisms’ habitats in nature encourage deeper thinking through questioning and focused exploration. Reflection, discussion, demonstration and well-planned “hands-on” activities foster a sense of wonder and respect for living things. Sit back and observe as your students’ eyes and minds are turned on and devouring “real time” learning.
Here are some additional online resources where your curious students can go to get many of their questions answered during this project:
Adventures of Herman
http://www.urbanext.uiuc.edu/worms/
Squirmin' Herman the earthworm is here to teach you about the history of worms, their anatomy, and other fun facts.
Another Worm Learn Site:
2) Worms (Grade 1, Museum Magnet School)
http://www.sci.mus.mn.us/sln/tf/w/worms/worms/worms.html
Worm Digest
http://www.wormdigest.org/home.html
Worm Digest is published is a project of The Edible City Resource Center, a nonprofit educational organization in Eugene, Oregon, involved in the promotion of sustainable organic agriculture. Lots of good worm information, especially for worm composting and farming.
Worm World at the Yuckiest Site on the Internet
http://www.yucky.com/worm/
At this site you meet 'Mary the Worm Woman', investigate worms as recyclers, and learn all about earthworms and their cousins with your host, Wendell.
Saturday, October 17, 2009
Sample Socratic Seminar Lesson
Dr. Wendy Ghiora – Posting #33 – October 17, 2009
Purpose
Why use the Socratic Questioning Method when studying a text? The purpose of using this method is to help students achieve a deeper understanding about the ideas and values in a text. Through examination and questioning, students construct meaning through disciplined analysis, interpretation, listening, and participation.
Key Elements
The basic elements of Socratic Seminar are:
Text
Classroom environment
Questions
Text
The text selected should contain important and powerful ideas and values. It should be at the appropriate level for students and should relate directly to core concepts of the content being studied.
The participants are responsible for the quality of the discussion. Good discussions occur when students study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas.
The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner.
Classroom Environment
In this example, we will be using the “fishbowl” style. The setup for this is to have an inner circle and an outer circle with students facing inward. The same number of students is in each circle, with an inner circle participant partnered up with an outer circle participant.
Members of the outer circle listen observe and take notes as they evaluate their partner’s participation in the discussion. The groups switch halfway through the class period to allow the outside group a chance to participate in the discussion.
Questions
Prepare several questions in advance; in addition to questions students may bring to class. Questions should lead participants into the core ideas and values and in the use of the text in their answers. Questions must be open-ended, reflect genuine curiosity, and have no ‘one right answer’. Choose one question as the key interpretive question of the seminar to focus on and begin discussion. It is highly recommended that teachers engage students in a final reflection of questions discussed at the end of the seminar process.
Before the Seminar
- Introduce the seminar and its purpose (to facilitate a deeper understanding of the ideas and values in the text through shared discussion).
- Review the discussion norms:
Don’t raise hands
Listen carefully
Address one another respectfully, with good eye contact
Base any opinions on the text
Monitor ‘air time’ so everyone has a chance to speak
During the Seminar
- Sit at the students’ level and remind them to address each other, not you.
- Pose the key question.
- If conversation gets off track, refocus students on the opening uestion by restating it.
- Use additional questions to move the discussion along.
- Invite those who have not spoken into the conversation.
After the Seminar
Text Selected: 1st Amendment
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
A possible key question could be:
What is the author’s purpose in this text?
Here are more possible questions to consider:
Sample questions to serve as the key question or interpret the text:
What is the main idea or underlying value in the text?
What is the author’s purpose or perspective?
What does (a particular phrase) mean?
What might be a good title for the text?
What is the most important word/sentence/paragraph?
Sample questions to move the discussion along:
Who has a different perspective?
Who has not yet had a chance to speak?
Where do you find evidence for that in the text?
Can you clarify what you mean by that?
How does that relate to what (someone else) said?
Is there something in the text that is unclear to you?
Has anyone changed their mind?
Sample questions to bring the discussion back to students in closing:
How do the ideas in the text relate to our lives? What do they mean for us personally?
Why is this material important?
Is it right that? Do you agree with the author?
Sample debriefing questions:
Do you feel like you understand the text at a deeper level?
How was the process for us? Did we adhere to our norms?
Did you achieve your goals to participate?
What was one thing you noticed about the seminar?
Assessment
Use the rubric provided. These should be used by students as they evaluate their partners in the inner circle and as they reflect on their own participation.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Name of person you are observing ________________________
Topic: ____________________________________
1) Record a check for each time your partner contributed in a meaningful way:
_____ _____ _____ _____ _______________
2) On a scale of 1-5, with 5 being the highest, how well did your partner do at the following?
_____ Analysis and Reasoning
Did your partner….
Cite reasons and evidence for his/her statements with support from the text?
Demonstrate that they had given thoughtful consideration to the topic?
Provide relevant and insightful comments?
Demonstrate organized thinking?
Move the discussion to a deeper level?
Notes/Comments:
_____Discussion Skills
Did your partner…
Speak loudly and clearly?
Stay on topic?
Talk directly to other students rather than the teacher?
Stay focused on the discussion?
Invite other people into the discussion?
Share air time equally with others (didn’t talk more than was fair to others)?
Notes/Comments:
_____ Civility
Did your partner…
Listen to others respectfully?
Enter the discussion in a polite manner?
Avoid inappropriate language (slang, swearing)?
Avoid hostile exchanges?
Question others in a civil manner?
Notes/Comments:
Teachers, try the Socratic Seminar Method. You will be amazed at the thoughtful speaking eloquence your students will reveal.
"Wisdom begins in wonder."
Saturday, October 10, 2009
SOCRATIC QUESTIONING IN ACTION
Dr. Wendy Ghiora – Posting #32 – October 10, 2009
There are a myriad of teaching techniques that one can incorporate into the classroom to teach students to think critically. Socratic questioning is the oldest, and arguably the most powerful teaching tool used not only to think critically, but also analytically and independently (Foundation for Critical Thinking).
In his teaching, Socrates was well known for not answering a question, but instead asking more questions. The focus of Socratic questioning is to provide students with more questions, which will lead them to a self-won discovery of answers. Asking additional questions forces students to think in and about the concept rather than simply accepting the answer provided by the teacher. This type of thinking in turn leads to a greater understanding of the “big picture” involved.
The Socratic Questioning Model
The basic Socratic questioning model consists of four components:
1. Origin and source
2. Support, reasons, evidence, and assumptions
3. Conflicting views
4. Implications and consequences
Each component provides a potential area for the teacher to question students. For example, the teacher can ask students how they arrived at their particular point of view (Component 1). They can also inquire into what evidence they gathered to support their conclusion (Component 2). The teacher can use questions to identify other points of view (Component 3) and determine the implications and consequences of a particular conclusion based on what is known about the topic and the other points of view (Component 4). Many topics taught in agriculture or science classes lend themselves well to teaching with Socratic questioning.
Example Lesson
Using the Socratic questioning method to teach a lesson on genetically modified foods, for example, a teacher might begin by asking students, “Are genetically modified foods good or bad?” This type of question directly provides the student’s point of view. Let’s say, for the purpose of this example, the majority of students respond that genetically modified foods are bad. If the majority of students said they are good, the same questioning procedure could be used.
In our example, the majority said they are bad, so the teacher could ask, “Why are genetically modified foods bad?” or “How do you know they are bad?” (Component 1). Answers should be written on the board or a flip chart so students can see them. Just as in brainstorming, the teacher should remain non-judgmental about student responses and write all of them down. To wrap up this section of the discussion, the teacher may ask, “Can anyone else think of why genetically modified foods are bad?”
Once the responses are on the board, the teacher can ask students probing questions to get at how they came to the conclusion that genetically modified foods are bad. For example, if one of the responses was that they are bad because they are dangerous to consume, the teacher might ask, “Why do you think they are dangerous to consume?” One key point to remember when using Socratic questioning is to let the students answer the questions. Do not be afraid of pauses. In other words, do not simply give students the answer when there is a pause. Instead, ask additional probing questions.
The next step would be to question students regarding the information and data on which they are basing their assumption. For example, the teacher might ask, “Do you have any evidence to support your assumption?” (Component 2). Many times, students will be unable to support their assumptions with facts and evidence. This situation provides a good opportunity and motivation for them to do some research and learn more about genetically modified foods.
Once students have some facts and evidence, their point of view may change, or it may remain the same. Either way, the teacher might next ask students to identify conflicting views on the topic by asking questions such as, “Who would disagree with your position?” and “Why would they disagree with your position?” (Component 3). These types of questions promote critical thinking in that students begin to realize that although they do not have to agree with other points of view, they do need to recognize that they exist.
The next step in basic Socratic questioning is asking students for the implications and consequences of their points of view. In our example, the teacher might ask students, “What are the implications and consequences of believing that genetically modified foods are bad?” (Component 4). Again, answers should be written on the board or a flip chart and additional questions asked based on responses.
Note to Teachers
Notice that while teaching using the Socratic questioning technique, you as the instructor have to be familiar with the material, and you must be able to anticipate students’ answers in the development of further questions. Your questions should lead students to “better” answers through reasoned inquiry. Careful planning of the initial questions is crucial. Below are some tips for using Socratic questioning.
Using Socratic Questioning in the Science or Agriculture Classroom
1. Identify your instructional objective
2. Plan a sequence of questions that will logically lead students to reasoned answers based on your questions.
3. Keep the discussion focused.
4. Involve as many students in the discussion as possible.
5. Be non-judgmental of student responses.
6. Ask probing questions.
7. Ask questions to summarize material and check for student understanding.
8. Do not be afraid of pauses.
Using Socratic questioning as a teaching method keeps students actively involved and engaged in the learning. The Socratic method of questioning can be used in virtually every subject area in large and small classes alike.
Next week we will look at more ways to ensure maximum student involvement in the Socratic Questioning Process.
References
Foundation for Critical Thinking. (n.d.). Socratic teaching. Retrieved September 9, 2002, from http://www.criticalthinking.org/University/docratict.html.
Newcomb, L.H., McCracken, J.D., & Warmbrod, J.R. (1993). Methods of teaching agriculture (2nd ed.) Danville, IL: Interstate Publishers, Inc.
Lori Moore, Graduate Assistant, Department of Agricultural and Extension Education, University of Florida.
Rick Rudd, Associate Professor, Department of Agricultural and Extension Education, University of Florida.
There are a myriad of teaching techniques that one can incorporate into the classroom to teach students to think critically. Socratic questioning is the oldest, and arguably the most powerful teaching tool used not only to think critically, but also analytically and independently (Foundation for Critical Thinking).
In his teaching, Socrates was well known for not answering a question, but instead asking more questions. The focus of Socratic questioning is to provide students with more questions, which will lead them to a self-won discovery of answers. Asking additional questions forces students to think in and about the concept rather than simply accepting the answer provided by the teacher. This type of thinking in turn leads to a greater understanding of the “big picture” involved.
The Socratic Questioning Model
The basic Socratic questioning model consists of four components:
1. Origin and source
2. Support, reasons, evidence, and assumptions
3. Conflicting views
4. Implications and consequences
Each component provides a potential area for the teacher to question students. For example, the teacher can ask students how they arrived at their particular point of view (Component 1). They can also inquire into what evidence they gathered to support their conclusion (Component 2). The teacher can use questions to identify other points of view (Component 3) and determine the implications and consequences of a particular conclusion based on what is known about the topic and the other points of view (Component 4). Many topics taught in agriculture or science classes lend themselves well to teaching with Socratic questioning.
Example Lesson
Using the Socratic questioning method to teach a lesson on genetically modified foods, for example, a teacher might begin by asking students, “Are genetically modified foods good or bad?” This type of question directly provides the student’s point of view. Let’s say, for the purpose of this example, the majority of students respond that genetically modified foods are bad. If the majority of students said they are good, the same questioning procedure could be used.
In our example, the majority said they are bad, so the teacher could ask, “Why are genetically modified foods bad?” or “How do you know they are bad?” (Component 1). Answers should be written on the board or a flip chart so students can see them. Just as in brainstorming, the teacher should remain non-judgmental about student responses and write all of them down. To wrap up this section of the discussion, the teacher may ask, “Can anyone else think of why genetically modified foods are bad?”
Once the responses are on the board, the teacher can ask students probing questions to get at how they came to the conclusion that genetically modified foods are bad. For example, if one of the responses was that they are bad because they are dangerous to consume, the teacher might ask, “Why do you think they are dangerous to consume?” One key point to remember when using Socratic questioning is to let the students answer the questions. Do not be afraid of pauses. In other words, do not simply give students the answer when there is a pause. Instead, ask additional probing questions.
The next step would be to question students regarding the information and data on which they are basing their assumption. For example, the teacher might ask, “Do you have any evidence to support your assumption?” (Component 2). Many times, students will be unable to support their assumptions with facts and evidence. This situation provides a good opportunity and motivation for them to do some research and learn more about genetically modified foods.
Once students have some facts and evidence, their point of view may change, or it may remain the same. Either way, the teacher might next ask students to identify conflicting views on the topic by asking questions such as, “Who would disagree with your position?” and “Why would they disagree with your position?” (Component 3). These types of questions promote critical thinking in that students begin to realize that although they do not have to agree with other points of view, they do need to recognize that they exist.
The next step in basic Socratic questioning is asking students for the implications and consequences of their points of view. In our example, the teacher might ask students, “What are the implications and consequences of believing that genetically modified foods are bad?” (Component 4). Again, answers should be written on the board or a flip chart and additional questions asked based on responses.
Note to Teachers
Notice that while teaching using the Socratic questioning technique, you as the instructor have to be familiar with the material, and you must be able to anticipate students’ answers in the development of further questions. Your questions should lead students to “better” answers through reasoned inquiry. Careful planning of the initial questions is crucial. Below are some tips for using Socratic questioning.
Using Socratic Questioning in the Science or Agriculture Classroom
1. Identify your instructional objective
2. Plan a sequence of questions that will logically lead students to reasoned answers based on your questions.
3. Keep the discussion focused.
4. Involve as many students in the discussion as possible.
5. Be non-judgmental of student responses.
6. Ask probing questions.
7. Ask questions to summarize material and check for student understanding.
8. Do not be afraid of pauses.
Using Socratic questioning as a teaching method keeps students actively involved and engaged in the learning. The Socratic method of questioning can be used in virtually every subject area in large and small classes alike.
Next week we will look at more ways to ensure maximum student involvement in the Socratic Questioning Process.
References
Foundation for Critical Thinking. (n.d.). Socratic teaching. Retrieved September 9, 2002, from http://www.criticalthinking.org/University/docratict.html.
Newcomb, L.H., McCracken, J.D., & Warmbrod, J.R. (1993). Methods of teaching agriculture (2nd ed.) Danville, IL: Interstate Publishers, Inc.
Lori Moore, Graduate Assistant, Department of Agricultural and Extension Education, University of Florida.
Rick Rudd, Associate Professor, Department of Agricultural and Extension Education, University of Florida.
Sunday, October 4, 2009
Socratic Questioning; the Key to Opening the "Thinking" Door
Dr. Wendy Ghiora - Posting #31 - October 4, 2009
“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)
Is asking questions teaching? Questioning is undeniably an extremely potent teaching tool; and soliciting answers is not new to the art of teaching. Today, we will examine a specific questioning strategy used by none other than Socrates. Since the Socratic method of questioning covers such a broad scope, this posting will focus on understanding the basics of what Socratic Questioning is all about.
Socratic Questioning Background
Socratic Questioning is a method of teaching developed by Socrates (ca. 470-399 B.C.). It is also known as Socratic Seminar. Socrates was known for engaging his students in intellectual discussion by responding to questions with questions, instead of answers. This method encouraged his students to think for themselves rather than being told what to think. Great teachers realize it is doing a disservice to a student to do something for him that he can very well do for himself. A self-discovered truth brings immeasurable joy and self-confidence to the student.
This early Greek philosopher/teacher used the practice of disciplined, rigorously thoughtful dialogue. Socrates theorized that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Teachers focused on student learning, endeavor to engage students toward that exact end. Therefore, Socrates regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encouraged divergent thinking rather than convergent.
The instructor using this practice professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. This type of questioning can correct misconceptions and lead to reliable knowledge construction.
Dialogue Vs. Debate
Students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text like a “love letter", open-ended questions are posed.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, participants feel a certain degree of emotional safety when they understand that this format is based on dialogue and not discussion/debate.
Americans are great at discussion/debate. Unfortunately, we do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer." Discussion/debate is a transfer of information designed to win an argument and bring closure, whereas dialogue is exploratory and involves the suspension of biases and prejudices.
Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before responding, either in support of or in disagreement. Students listen intently, willing to learn from others. Members of the dialogue look each other in the "eyes" and use each others names. This simple act of socialization reinforces appropriate behaviors and promotes team building.
Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. 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.
If you are excited about leading your students on this path to greater understanding and truth, then get ready! Next week we will take a closer look at some specific examples using the Socratic Questioning Strategy.
"The unexamined life is not worth living."-Socrates
“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)
Is asking questions teaching? Questioning is undeniably an extremely potent teaching tool; and soliciting answers is not new to the art of teaching. Today, we will examine a specific questioning strategy used by none other than Socrates. Since the Socratic method of questioning covers such a broad scope, this posting will focus on understanding the basics of what Socratic Questioning is all about.
Socratic Questioning Background
Socratic Questioning is a method of teaching developed by Socrates (ca. 470-399 B.C.). It is also known as Socratic Seminar. Socrates was known for engaging his students in intellectual discussion by responding to questions with questions, instead of answers. This method encouraged his students to think for themselves rather than being told what to think. Great teachers realize it is doing a disservice to a student to do something for him that he can very well do for himself. A self-discovered truth brings immeasurable joy and self-confidence to the student.
This early Greek philosopher/teacher used the practice of disciplined, rigorously thoughtful dialogue. Socrates theorized that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Teachers focused on student learning, endeavor to engage students toward that exact end. Therefore, Socrates regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encouraged divergent thinking rather than convergent.
The instructor using this practice professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. This type of questioning can correct misconceptions and lead to reliable knowledge construction.
Dialogue Vs. Debate
Students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text like a “love letter", open-ended questions are posed.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, participants feel a certain degree of emotional safety when they understand that this format is based on dialogue and not discussion/debate.
Americans are great at discussion/debate. Unfortunately, we do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer." Discussion/debate is a transfer of information designed to win an argument and bring closure, whereas dialogue is exploratory and involves the suspension of biases and prejudices.
Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before responding, either in support of or in disagreement. Students listen intently, willing to learn from others. Members of the dialogue look each other in the "eyes" and use each others names. This simple act of socialization reinforces appropriate behaviors and promotes team building.
Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. 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.
If you are excited about leading your students on this path to greater understanding and truth, then get ready! Next week we will take a closer look at some specific examples using the Socratic Questioning Strategy.
"The unexamined life is not worth living."-Socrates
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