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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 questioning technique emphasizes a level of questioning and thinking where there is no single right answer. Socratic seminars generally start with an open-ended question proposed either by the leader or by another participant. [18]
Cognitive Rigor is the superposition of Bloom's Taxonomy and Webb's Depth-of-Knowledge levels and is used to categorize the level of abstraction of questions and activities in education. The Cognitive Rigor Matrix assists applying Cognitive Rigor in the classroom. [1]
The article titled The Many Levels of Inquiry by Heather Banchi and Randy Bell (2008) [22] clearly outlines four levels of inquiry. Level 1: Confirmation inquiry The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already ...
The model consists of five levels of understanding: [2] Pre-structural – The task is not attacked appropriately; the student hasn't really understood the point and uses too simple a way of going about it. Students in the pre-structural stage of understanding usually respond to questions with irrelevant comments.
These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning. The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Questioning is one of the oldest documented teaching methods, [26] and can be used by teachers in a variety of ways for a variety of purposes including, checking for understanding, clarifying terms, exposing misconceptions, and gathering evidence of learning to inform subsequent instructional decisions. [27]