the modern socratic method yesterday, today, tomorrow
TRANSCRIPT
THE MODERN SOCRATIC THE MODERN SOCRATIC METHODMETHOD
YESTERDAY, TODAY, YESTERDAY, TODAY, TOMORROWTOMORROW
CLASSICALCLASSICAL
All All KNOWLEDGE KNOWLEDGE already already exists in one’s mindexists in one’s mind
Direct one-on-one dialog Direct one-on-one dialog with studentwith student
Question and ChallengeQuestion and Challenge Examining all questions in Examining all questions in
length and depth creates a length and depth creates a greater perception of the greater perception of the answeranswer
All KNOWLEDGE is All KNOWLEDGE is therefore, “drawn out” from therefore, “drawn out” from student – “student – “EDUCARE”EDUCARE”
PROSPROS
Unprecedented creation of GENIUSUnprecedented creation of GENIUS– The Golden Age of GreeceThe Golden Age of Greece– The RenaissanceThe Renaissance
““Miracle Leaps” of understanding, learning and Miracle Leaps” of understanding, learning and personal growthpersonal growth
Involves more facets of the brain than any other Involves more facets of the brain than any other methodmethod– The more one thinks, the more one creates synaptic The more one thinks, the more one creates synaptic
connectionsconnections– The greater the number of connections, the greater The greater the number of connections, the greater
the intelligence, i.e. Albert Einsteinthe intelligence, i.e. Albert Einstein
CONSCONS
Limited use with more than one or two Limited use with more than one or two studentsstudents
Time consumingTime consuming Not Cost EffectiveNot Cost Effective
The Law of EffectThe Law of Effect
A fundamental natural law of behaviorA fundamental natural law of behavior
““You Get More Of What You Get More Of What You Reinforce”You Reinforce”
It reinforces:It reinforces:– The particular awareness that has been examined and responded The particular awareness that has been examined and responded
toto– The behavior of The behavior of being awarebeing aware– More and deeper regions of the brain to be attuned with common More and deeper regions of the brain to be attuned with common
word-based consciousnessword-based consciousness
Why We Obey The Law of EffectWhy We Obey The Law of Effect
Basic law of evolutionBasic law of evolution– We must adapt and learn if we are to surviveWe must adapt and learn if we are to survive– We must repeat and search out those things We must repeat and search out those things
that prove to be successful for usthat prove to be successful for us– That which satisfies a basic need, must be That which satisfies a basic need, must be
repeated for continued existencerepeated for continued existence– Successful repetition leads to the forming of Successful repetition leads to the forming of
schemes for existence-a way to liveschemes for existence-a way to live
The Prime Objective in Education is the The Prime Objective in Education is the acquisition of Knowledgeacquisition of Knowledge
HOWEVER:HOWEVER:– The Learner must experience success, self-worth and The Learner must experience success, self-worth and
significance simultaneously for Knowledge to be significance simultaneously for Knowledge to be meaningfulmeaningful
– The Learner must be responsible for their own The Learner must be responsible for their own Learning and satisfy basic needs in order for Learning and satisfy basic needs in order for Education to take placeEducation to take place
– Basic Educational Needs=Basic Educational Needs= What I am doing is worthwhileWhat I am doing is worthwhile My contribution is importantMy contribution is important I am heardI am heard
IF THESE BASIC IF THESE BASIC EDUCATIONAL NEEDS EDUCATIONAL NEEDS ARE MET, THEN TRUE ARE MET, THEN TRUE EDUCATION WILL OCCUR EDUCATION WILL OCCUR AND CONTINUE TO AND CONTINUE TO OCCUROCCUR
The Modern Socratic The Modern Socratic MethodMethod
Begins with open-ended explorations and less immediately concerned with Begins with open-ended explorations and less immediately concerned with the “right answer” to promote a more creative command of the topic the “right answer” to promote a more creative command of the topic question and a broader in-depth understanding of the questionquestion and a broader in-depth understanding of the question
Leads to a continuous flow of rapid feedback in which the SOCRATEUR Leads to a continuous flow of rapid feedback in which the SOCRATEUR describes his ongoing perceptions/awareness; generates a state of flow at describes his ongoing perceptions/awareness; generates a state of flow at his own optimal levels; hears his own description in the context of his his own optimal levels; hears his own description in the context of his listener thus allowing him to discover more and more (Dynamic Feedback)listener thus allowing him to discover more and more (Dynamic Feedback)
Students are meaningfully heard at length, in detail, on issues of felt Students are meaningfully heard at length, in detail, on issues of felt significancesignificance
Dynamic Format can, therefore, create a total sustained Socratic and Dynamic Format can, therefore, create a total sustained Socratic and mutually-Socratic state for any number of participantsmutually-Socratic state for any number of participants
Dynamic Format incorporates and echoes basic tenets found in Maria Dynamic Format incorporates and echoes basic tenets found in Maria Montessori, John Dewey, Omar K. Moore, Santiago Ramon y Cajal, Lev Montessori, John Dewey, Omar K. Moore, Santiago Ramon y Cajal, Lev Vygotsky, Harry K. Wong, Jean Piaget and many moreVygotsky, Harry K. Wong, Jean Piaget and many more
The Socratic ContinuumThe Socratic Continuum
STRUCTUREDSTRUCTURED
PULL FORTHPULL FORTH The Socratic ContinuumThe Socratic Continuum POUR POUR FORTHFORTH
OPEN-ENDEDOPEN-ENDED
Modern Socratic TechniquesModern Socratic Techniques
Mind PrimingMind Priming BuzzingBuzzing FreenotingFreenoting Instant ReplayInstant Replay Quick form Image Quick form Image
StreamingStreaming
Crab AppleCrab Apple DEAM-Double-Entry DEAM-Double-Entry
A-Ha! MethodA-Ha! Method Story TechniqueStory Technique WindTunnel-WindTunnel-
Brainstorming on Brainstorming on SteroidsSteroids
MIND PRIMING- MIND PRIMING- a Brain Waker-Uppera Brain Waker-Upper
PurposePurpose: used at beginning of class or when class : used at beginning of class or when class needs to wake up or refocusneeds to wake up or refocus
ProcedureProcedure: : – Start by focusing on one thing in the roomStart by focusing on one thing in the room– Teacher will tap, tap, tap or ding, ding, ding and on each Teacher will tap, tap, tap or ding, ding, ding and on each
ding students will refocus their eyes on another object in ding students will refocus their eyes on another object in the roomthe room
– Begin tapping slowly and increase pace up to one ding Begin tapping slowly and increase pace up to one ding per second for approximately one minuteper second for approximately one minute
BUZZINGBUZZING
Purpose:Purpose:– To generate student conversation about a question or To generate student conversation about a question or
topic.topic.
Procedure:Procedure: – Direct students to form pairs or small groups (quickly 5-Direct students to form pairs or small groups (quickly 5-
10 seconds)10 seconds)– Each student has pen and paper (notebook)Each student has pen and paper (notebook)– Teacher provides question on boardTeacher provides question on board– Students discuss question “buzz” for approximately 5 Students discuss question “buzz” for approximately 5
minutes with fellow partner(s).minutes with fellow partner(s).
– Students will record highlights of buzz on paper or Students will record highlights of buzz on paper or notebook.notebook.
– Use hand signals as needed.Use hand signals as needed.– At 5 minutes teacher gives wrap up signal, one At 5 minutes teacher gives wrap up signal, one
ding/chime. Students have 30 seconds to conclude ding/chime. Students have 30 seconds to conclude buzz.buzz.
– After final 30 seconds teacher gives end signal, three After final 30 seconds teacher gives end signal, three dings/chimes. Students will put pens down and stop dings/chimes. Students will put pens down and stop talking.talking.
– Regroup as a class, discuss highlights, and teacher Regroup as a class, discuss highlights, and teacher records ideas on board.records ideas on board.
– Direct students to take notes and discuss ideasDirect students to take notes and discuss ideas
FREENOTINGFREENOTING
Purpose:Purpose: -Individual review. Students identify what they do and do -Individual review. Students identify what they do and do not know at the end of a lesson, chapter or unit. Excellent not know at the end of a lesson, chapter or unit. Excellent strategy for test preparation.strategy for test preparation.
Procedure:Procedure:
INSTANT REPLAYINSTANT REPLAY
Purpose:Purpose: – Review content from single classReview content from single class
Procedure:Procedure:
QUICK FORM IMAGE STREAMINGQUICK FORM IMAGE STREAMING
Purpose:Purpose:– Use at the beginning when introducing a new idea/lesson. Visual Use at the beginning when introducing a new idea/lesson. Visual
thinking helps attach image to subject matter and help student thinking helps attach image to subject matter and help student retain information.retain information.
Procedure:Procedure:
CRAB APPLECRAB APPLE Purpose:Purpose:
– Used to solve problem or when looking for a Used to solve problem or when looking for a different perspective.different perspective.
Procedure:Procedure:
DEAM – DEAM – Double-Entry A-Ha! MethodDouble-Entry A-Ha! Method
Purpose:Purpose: – Generate ideas, clarify ideas, and increase Generate ideas, clarify ideas, and increase
understanding.understanding.
Procedure:Procedure:
Story TechniqueStory Technique
Purpose:Purpose: – Increase creativity skills. Use for problem solving and Increase creativity skills. Use for problem solving and
when a fresh perception is needed.when a fresh perception is needed. Procedure:Procedure:
WINDTUNNEL WINDTUNNEL Brainstorming on SteroidsBrainstorming on Steroids
Purpose:Purpose: – Problem Solving Method. Use it to lead into other forms of creative Problem Solving Method. Use it to lead into other forms of creative
problem solving.problem solving. Procedure:Procedure:
Educational AspectsEducational Aspects
Interactive LearningInteractive Learning ScaffoldingScaffolding Peer TutoringPeer Tutoring Listening SkillsListening Skills Thinking Skills-analytical/criticalThinking Skills-analytical/critical Accelerated LearningAccelerated Learning Dynamic Format-tapping the 98%Dynamic Format-tapping the 98% Problem SolvingProblem Solving Higher Order thinkingHigher Order thinking EconomicalEconomical
Benefits to SocietyBenefits to Society Creates an educated society in which members Creates an educated society in which members
are able to think and problem solve on a grand are able to think and problem solve on a grand scalescale
Creates a highly capable workforce that is better Creates a highly capable workforce that is better prepared to contribute to the betterment of prepared to contribute to the betterment of societysociety
Refocuses societal priorities on EDUCATIONRefocuses societal priorities on EDUCATION Does not cost society any more to educate Does not cost society any more to educate
children in this fashion as opposed to current children in this fashion as opposed to current didactic learningdidactic learning
The Question Remains:The Question Remains:
Can Society Afford Not To Shift Can Society Afford Not To Shift Its Paradigm and Embrace a Its Paradigm and Embrace a Better and More Productive Better and More Productive
Method of Educating Its Method of Educating Its Children?Children?
The ExperimentThe Experiment
The premise was that through the application of The premise was that through the application of Modern Socratic Methods, student achievement Modern Socratic Methods, student achievement would be increased/acceleratedwould be increased/accelerated
The population consisted of all students in grades The population consisted of all students in grades 2 &4 and 1 class each in grades 3,5,6,7,82 &4 and 1 class each in grades 3,5,6,7,8
A range of achievement was mathematically A range of achievement was mathematically calculated by an independent statisticiancalculated by an independent statistician
Pre-test was administered in February, 2008Pre-test was administered in February, 2008 Post-test was administered in June, 2008Post-test was administered in June, 2008 The TerraNova Test was used as the assessment The TerraNova Test was used as the assessment
tooltool
The ResultsThe Results
All Grades levels scored within the anticipated All Grades levels scored within the anticipated range of achievementrange of achievement
Most Grade levels scored in the upper limits of the Most Grade levels scored in the upper limits of the anticipated rangeanticipated range
Grades 2 and 4 exceeded these limitsGrades 2 and 4 exceeded these limits It was It was concludedconcluded that exceptional results were that exceptional results were
experienced at these two grade levels because experienced at these two grade levels because both teachers at these grade levels were trained in both teachers at these grade levels were trained in MSM techniques and the frequency of their use MSM techniques and the frequency of their use was significant in the achievement of their was significant in the achievement of their studentsstudents
As We Move Forward TomorrowAs We Move Forward Tomorrow
The Experiment continuesThe Experiment continues Replication of data will necessitate publicationReplication of data will necessitate publication Replication of data will demand that these Replication of data will demand that these
techniques be offered to all teacherstechniques be offered to all teachers Improved Techniques + Better Educated Students Improved Techniques + Better Educated Students
= The Betterment of the Human Situation= The Betterment of the Human Situation Seek Funding for further studiesSeek Funding for further studies