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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]
The most significant difference between this activity and most typical classroom activities involves the role of the teacher. In Socratic seminar, the students lead the discussion and questioning. The teacher's role is to ensure the discussion advances regardless of the particular direction the discussion takes. [12] [14]
An advantage of a fishbowl conversation is that it is suitable for large groups. It also lessens distinctions between the speakers and the audience. Open fishbowls are often seen as highly democratic, as participation in discussion is open to all members at any time. This has made fishbowls popular in participatory group meetings and conferences.
Active listening includes further understanding and closeness between the listener and speaker. The more basic ways this is done are through paraphrasing, reflective emotion, and open-ended questions. Paraphrasing involves putting the speaker's message in one's words to demonstrate one's understanding and continue the discussion.
A discussion group is a group of individuals, typically who share a similar interest, who gather either formally or informally to discuss ideas, solve problems, or make comments. Common methods of conversing including meeting in person, conducting conference calls , using text messaging , or using a website such as an Internet forum . [ 1 ]
The nominal group technique (NGT) is a group process involving problem identification, solution generation, and decision-making. [1] It can be used in groups of many sizes, who want to make their decision quickly, as by a vote, but want everyone's opinions taken into account (as opposed to traditional voting, where only the largest group is considered). [2]
Assessment also consists of personal, thorough interpretation of students' performance in the context of what their out-of-school life. Non-traditional constructivist assessment strategies include: Oral discussions: The teacher presents students with a "focus" question and allows an open discussion on the topic.
The final presentations provide all group members with an understanding of their own material, as well as the findings that have emerged from topic-specific group discussion. The jigsaw technique is a cooperative learning method that brings about both individual accountability and achievement of the team goals. [ 5 ]