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Students use constructive criticism as opposed to making judgements. The students on the outside keep track of topics they would like to discuss as part of the debrief. Participants in the outer circle can use an observation checklist or notes form to monitor the participants in the inner circle.
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 Five W's is a checklist used in journalism to ensure that the "lead" or "lede" contains all the essential points of a story. As far back as 1913, reporters were taught that the lead/lede should answer these questions: [1] Who? - Asking about a person or animal; What? - Asking about an object or action; When? - Asking about a time; Where?
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
year. As we sat down to plan the coming year, common sense guided us to create this process. Before we started to think of the year ahead, it seemed natural to review 1980 and what had happened for each of us. Expecting the worst, we both found that we’d accomplished far more than we thought. We started to feel a bit more enthusiastic about
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Transition questions are used to make different areas flow well together. Skips include questions similar to "If yes, then answer question 3. If no, then continue to question 5." Difficult questions are towards the end because the respondent is in "response mode." Also, when completing an online questionnaire, the progress bars lets the ...
A study by Blanchette (2007) shows that in online communication, the teacher asked both referential and display questions while students asked only referential questions. This finding agrees with Markee's (1995) conclusion that the majority of student-initiated questions are referential.