pedagogy materials
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Socrates was one of the greatest educators who taught by asking questions and thus drawing out
(as 'ex duco', meaning to 'lead out', which is the root of 'education') answers from his pupils. Sadly,
he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a
good survival strategy. But then he lived very frugally and was known for his eccentricity. His pupils,by the way, include Plato and Aristotle. Plato wrote up much of what we know of him.
Here are the six types of questions that Socrates asked his pupils; Probably often to their initial
annoyance but more often to their ultimate delight. He was a man of remarkable integrity and his
story makes for marvelous reading.
The overall purpose, by the way, is to challenge accuracy and completeness of thinking in a way
that acts to move people towards their ultimate goal. Don't waste time by doing it for your own
gratification. Get your kicks vicariously, from the movement you create.
Conceptual clarification questions
Get them to think more about what exactly they are asking or thinking about. Prove the concepts
behind their argument. Basic 'tell me more' questions that get them to go deeper.
Why are you saying that? What exactly does this mean? How does this relate to what we have been talking about? What is the nature of ...? What do we already know about this? Can you give me an example? Are you saying ... or ... ? Can you rephrase that, please?
Probing assumptions
Probing of assumptions makes them think about the presuppositions and unquestioned beliefs on
which they are founding their argument. This is shaking the bedrock and should get them really
going!
What else could we assume? You seem to be assuming ... ? How did you choose those assumptions? Please explain why/how ... ? How can you verify or disprove that assumption? What would happen if ... ? Do you agree or disagree with ... ?
Probing rationale, reasons and evidence
When they give a rationale for their arguments, dig into that reasoning rather than assuming it is agiven. People often use un-thought-through or weakly understood supports for their arguments.
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Why is that happening? How do you know this? Show me ... ? Can you give me an example of that? What do you think causes ... ? What is the nature of this? Are these reasons good enough? Would it stand up in court? How might it be refuted? How can I be sure of what you are saying? Why is ... happening? Why? (keep asking it -- you'll never get past a few times) What evidence is there to support what you are saying? On what authority are you basing your argument?
Questioning viewpoints and perspectives
Most arguments are given from a particular position. So attack the position. Show that there are
other, equally valid, viewpoints.
Another way of looking at this is ..., does this seem reasonable? What alternative ways of looking at this are there? Why it is ... necessary? Who benefits from this? What is the difference between... and...? Why is it better than ...?
What are the strengths and weaknesses of...? How are ... and ... similar? What would ... say about it? What if you compared ... and ... ? How could you look another way at this?
Probe implications and consequences
The argument that they give may have logical implications that can be forecast. Do these make
sense? Are they desirable?
Then what would happen? What are the consequences of that assumption? How could ... be used to ... ? What are the implications of ... ? How does ... affect ... ? How does ... fit with what we learned before? Why is ... important? What is the best ... ? Why?
Questions about the question
And you can also get reflexive about the whole thing, turning the question in on itself. Use their
attack against themselves. Bounce the ball back into their court. Etc.
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What was the point of asking that question? Why do you think I asked this question? What does that mean?
Category Example and Key Words
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from memory
to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
Comprehension: Understand the meaning,
translation, interpolation, and interpretation of
instructions and problems. State a problem in
one's own words.
Examples: Rewrites the principles of test writing.
Explain in ones own words the steps for performing a
complex task. Translates an equation into a computer
spreadsheet.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends, generalizes,
gives Examples, infers, interprets, paraphrases,
predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or
unprompted use of an abstraction. Applies what
was learned in the classroom into novel
situations in the work place.
Examples: Use a manual to calculate an employees
vacation time. Apply laws of statistics to evaluate the
reliability of a written test.
Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates, shows,
solves, uses.
Analysis: Separates material or concepts into
component parts so that its organizational
structure may be understood. Distinguishesbetween facts and inferences.
Examples: Troubleshoot a piece of equipment by using
logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a departmentand selects the required tasks for training.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from
diverse elements. Put parts together to form a
whole, with emphasis on creating a newmeaning or structure.
Examples: Write a company operations or process
manual. Design a machine to perform a specific task.
Integrates training from several sources to solve aproblem. Revises and process to improve the outcome.
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Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
Evaluation: Make judgments about the value of
ideas or materials.
Examples: Select the most effective solution. Hire the
most qualified candidate. Explain and justify a new
budget.
Key Words: appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates,
summarizes, supports.
Core SEL Skills Description
Self Awareness
Identifying and recognizing emotions
Accurate self-perception
Recognizing strengths, needs and values
Self-efficacy
Spirituality
Social Awareness
Perspective takingEmpathy
Appreciating diversity
Respect for others
Self Management
Impulse control and stress management
Self-motivation and discipline
Goal setting and organizational skills
Relationship Management
Communication, social engagement and building relationships
Working cooperatively
Negotiation, refusal and conflict management
Seeking and providing help
Responsible Decision Making
Problem identification and situation analysis
Problem solving
Evaluation and reflection
Personal, moral and ethical responsibility
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Rationale:
An important element of movie analysis is the ability to summarize what was viewed. Summarizing
requires viewers to focus on the major elements of a movie and to decide what is important. Whenwatching movies, this strategy helps viewers by allowing them to review what they watched.
Steps:
The idea is to summarize some key ideas, rethink them in order to focus on those that one is most
intrigued by, and then pose a question that can reveal where understanding is still uncertain.
Students fill out a 3-2-1 chart with something like this:
3 Things You Found Out 2 Interesting Things 1 Question You Still Have
Now, that's just the suggested version. Depending upon what a teachers focus is, the strategy can
be modified anyway that deems necessary. For instance, if a class has just been studying the
transition from feudalism to the rise of nation-states, you might have students write down the
following:
3 differences between feudalism and nation-states 2 effects of feudalism on economy
1 question they still have about the topic
In an elementary classroom this strategy would work well with a variety of content topics found
within science and social studies standards. When studying animals and their habitats, a primary
teacher can use the 3-2-1 Strategy to have students dive into the text and relate to their new
knowledge.
3 ways in which animals have adapted to living in the Arctic 2 characteristics of the climate of the Arctic 1 question about animals living in the Arctic
Below is an example using Spiderman 3 for upper elementary teachers.
Describe 3ways Peter Parkers behavior changes in the moviewhy and how? Describe 2 characters and their relationship to each other Provide 1 question about something you, at first, found confusing in the movie, then explain
how and where it was resolved
How to Use the Strategy:
This strategy can be used as a post-movie watching activity (as described above) after the students
finish watching a movie. It could be a strategy that teachers and students build together as they
learn more of the related content. The choice is up to the instructor on when he/she best feels it
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would be appropriate. Make sure you first model how to use the strategy to your students and
explain how and why you chose the 3-2-1 points.
Ideas for Assessment:
One of our goals is to maximize students interaction with movies - the more students get involved
with the movie, the higher the probability of comprehending themes or morals contained withinthe movie. Student responses form the basis for class discussion of the movie and will help the
teacher informally assess students understanding of key concepts. The students are motivated
because the discussion is based on the ideas that they found, that they addressed, and that they
brought to class. While evaluating the students written work, its important to keep in mind the
following responses:
Concepts/ideas relevant or key to the content/topic at hand Look for critical thinking questions Group like questions together Eliminate responses that definitely do not fit Discuss the responses with the class - focus on how responses show understanding of the
content/topic at hand
Mind Mapping
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So, what does it look like from a process perspective? In general, students andteachers will follow a problem solving sequence, whether consciously orsubconsciously. The basic steps in this problem-solving process are:
1. Teacher presents the problem up front before any content is introduced.2. Explore the issues involved.3. Define the problem(s).4. Investigate potential solutions.5. Research the knowledge required for solutions.6. Document problem solution.7. Review team performance.**
After the problem is introduced, the remaining steps are the responsibility ofthe students. The teacher's role is to guide them through these steps on their
way to a solution.
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