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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]
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1] For a particular teaching method to be appropriate and ...
Technological Pedagogical Knowledge (TPK). The three subdomains are 1. Technological Knowledge (TK); 2. Content Knowledge (CK); and 3. Pedagogical Knowledge (PK). In 2019, Mishra [10] proposed a revised TPACK diagram to emphasize the context in which technology integration occurs by retitling the outer circle as Contextual Knowledge or XK.
Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996 ) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do ...
Illuminated manuscript page illustrating the Annunciation from the Belles Heures du Duc de Berry.. The Belles Heures of Jean de France, Duc de Berry, or Belles Heures of Jean de Berry (The Beautiful Hours) is an early 15th-century illuminated manuscript book of hours (containing prayers to be said by the faithful at each canonical hour of the day) commissioned by the French prince John, Duke ...
Those who use precision questioning (also called "PQers") describe [citation needed] PQ conversations as those analytical opportunities motivated by an attempt to get to precise answers, or to identify where no answer is available. However, when "drilling" into a topic, practitioners endeavor to avoid the use of personalization (blame or shame).
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Higher-order thinking involves the learning of complex judgmental skills such as critical thinking and problem solving. Higher-order thinking is considered more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations (i.e., situations other than those in which the skill was learned).
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