Search results
Results from the WOW.Com Content Network
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]
Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer).
Socratic circles specify three types of questions to prepare: Opening questions generate discussion at the beginning of the seminar in order to elicit dominant themes. [14] [19] Guiding questions help deepen and elaborate the discussion, keeping contributions on topic and encouraging a positive atmosphere and consideration for others.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
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.
A didactic method (Greek: διδάσκειν didáskein, "to teach") is a teaching method that follows a consistent scientific approach or educational style to present information to students.
Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
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.