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Lesson planning is a thinking process, not the filling in of a lesson plan template. A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
[Goldratt teaches] that every problem is a conflict, and that conflicts arise because we create them by believing at least one erroneous assumption. Thus, simply by thinking about the assumptions that enforce the existence of a conflict, we should be able to resolve any conflict by evaporating it with the power of our thinking. [7]
Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
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The notion of critical understanding is closely related to the concept of Critical Thinking, described as, ‘reasonable reflective thinking focused on deciding what to believe or do.’ [7] Critical thinking has also been described as, ‘thinking about thinking’, [8] specifically in relation to John Dewey’s work on ‘the problem of training thought’. [9]
Elaborative interrogation is particularly effective in educational settings where critical thinking and comprehension are key. Rather than passively absorbing information, learners engage in a process of inquiry, making the material more relevant and memorable.
A critical friend is a supportive person who can ask difficult questions using critical thinking to judge a situation. [1] The term has its origins in critical pedagogy education reforms in the 1970s and arose out of the self-appraisal activity which is attributed to Desmond Nuttall. [2] One of the most widely used definitions is from 1993,