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Referential questions are employed at higher rates when brainstorming a topic and gathering responses. [9] As there is no one fixed answer to referential questions, they can be used to instigate genuine communication, thereby facilitating less restricted discourse and promoting greater creativity in the classroom.
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 teacher may decide to alternate groups within one meeting, or they may alternate at each separate meeting. [12] [14] 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.
One of the most influential models is the book Freire for the Classroom: A Sourcebook for Liberatory Teaching, edited by Ira Shor. When teachers implement problem-posing education in the classroom, they approach students as fellow learners and partners in dialogue (or dialoguers), which creates an atmosphere of hope, love, humility, and trust. [7]
Paulo Freire criticizes the oppressive nature of education and the current educational system's use of the "banking model" approach to teaching, wherein students serve as depositories for information provided to them by the teacher. While Delpit suggests that the oppressed should be provided with the necessary skills to enable them to enter the ...
In the classroom, procedural knowledge is part of the prior knowledge of a student. In the context of formal education procedural knowledge is what is learned about learning strategies. It can be the "tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom.
Reciprocal teaching is a powerful instructional method designed to foster reading comprehension through collaborative dialogue between educators and students. Rooted in the work of Annemarie Palincsar, this approach aims to empower students with specific reading strategies, such as Questioning, Clarifying, Summarizing, and Predicting, to actively construct meaning from text.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.