pedagogy materials

7/30/2019 Pedagogy Materials

1/13


2/13

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.


3/13

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.


4/13

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.


5/13

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


6/13

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


7/13

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


8/13

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.


9/13


10/13


11/13


12/13


13/13

pedagogy materials

Documents