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Both question types are used widely in language education in order to elicit language practice but the use of referential questions is generally preferred to the use of display questions in communicative language teaching. [3] [4] Display questions bear similarities to closed questions in terms of their requirement for short and limited answers ...
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 pedagogy of Socratic questions is open-ended, focusing on broad, general ideas rather than specific, factual information. [12] The questioning technique emphasizes a level of questioning and thinking where there is no single right answer.
Other types of discussion questions include fact-based and evaluative questions. Fact-based questions tend to have one valid answer and can involve recall of texts or specific passages. Evaluative questions ask discussion participants to form responses based on experiences, opinions, judgments, knowledge and/or values rather than texts.
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 ...
Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning. [3] [4] On ...
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Reciprocal teaching is an evidence-based instructional approach designed to enhance reading comprehension by actively engaging students in four key strategies: predicting, clarifying, questioning, and summarizing. Coined as the "fab four" by Oczkus, [4] these strategies empower students to take an active role in constructing meaning from text. [5]