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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]
Advancement Via Individual Determination (AVID) is a non-profit organization that provides professional learning for educators to close opportunity gaps and improve college and career readiness for elementary, middle and high school students, especially those traditionally underrepresented in higher education. AVID's College and Career ...
First, a KWL chart activates students' prior knowledge of the text or topic to be studied. By asking students what they already know, students are thinking about prior experiences or knowledge about the topic. Next, KWL charts set a purpose for the unit. Students can add their input to the topic by asking them what they want to know.
Socratic questioning is used to help students apply the activity to their learning. The pedagogy of Socratic questions is open-ended, focusing on broad, general ideas rather than specific, factual information. [12] The questioning technique emphasizes a level of questioning and thinking where there is no single right answer.
The idea of interlacing Bloom's Taxonomy and Webb's Depth-of-Knowledge to create a new tool for measuring curricular quality was completed in 2005 by Karin Hess of the National Center for Assessment, producing a 4 X 6 matrix (the Cognitive Rigor Matrix or Hess Matrix) for categorizing the Bloom's Taxonomy and Webb's Depth-of-Knowledge levels ...
This level is what is normally meant by an adequate understanding of some topic. At the relational stage, students can identify various patterns & view a topic from distinct perspectives. Extended abstract – The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area.
Students are taught how to generate questions as well as find answers for the given fact/information. Students learn to share their thoughts, and justify and defend their derivation of the answer. Students can also form, analyse and clarify their content.
It is a notion that students must master the lower level skills before they can engage in higher-order thinking. However, the United States National Research Council objected to this line of reasoning, saying that cognitive research challenges that assumption, and that higher-order thinking is important even in elementary school.