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Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
Week 5 for week 6 individual project1
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Week 5 for week 6 individual project1

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  • The aim of Socratic questioning is to pursue ideas, problems, analyze, ascertain what learners know and or they do not know, of follow logical implications of thinking. Let’s take a look at a video that demonstrates this process very well. This setting is a first year law school where the instructor facilitates Socratic questioning to allow students to dig beyond a correct answer but to realize that there is much more to learning than a single right solution.
  • Transcript

    • 1. Introduction Larry A. Doxtater AET / 531 Schalette Gudger 3 Sep 2013
    • 2. COMPARISON OF THE QUESTIONS Problem Based Questions Authentic Assignments based on real world problems inductive: students learn the content as they try to address a problem. Student centered, active, interactive, collaborative, highly context-specific Critical thinking Socratic Questions To clarify Probe Assumptions Probe reasons and evidence Viewpoints and Perspectives probe implications and consequenc Questions about the Question
    • 3. The Socratic Method is disciplined questioning that can be used to explore thought in many directions and for many purposes: • to explore complex ideas • to get to the truth of things • to open up issues and problems • to uncover assumptions • to analyze concepts • to distinguish what we know from what we don’t know, and • to follow out logical implications of thought
    • 4. The PBL Method Orients students toward fact-collecting to discover solutions to real world problems: Authentic assignments Inductive Builds on/challenges prior learning Context-specific Problems and ambiguous and require meta-cognition Collaborative & Interdependent
    • 5. ANALYSIS & CHALLENGES Socratic Questions • Fact and Opinion. • Opportunity to exercise critical thinking of Student's prior knowledge. • Facilitator’s role is to steer learners in the right direction. • Questions should challenge student’s misconceptions and cognitive state. Problem Based Questions • Facilitators empower students to become self-directed and independent learners. • Better long-term knowledge retention for PBL students. • Potential to structure knowledge so that acquisition and recall are optimized. • Valid acceptable measures of the outcome can be difficult.
    • 6. PBL & SOCRATIC QUESTIONS SUPPORT INDEPENDENT LEARNING Questioning. Thinking. Understanding. IT HAS TO MEAN MORE THAT GETTING THE CORRECT ANSWER
    • 7. Self-manage. and volition in initiating and maintaining my y learning goals and decide what I want to lea of my responsibility to make my learning mea Challenging task. SELF-DIRECTED LEARNING
    • 8. My Five Questions1. Are mobile learning devices a good choice for your classroom? Why or why not? 2. Mobile learning devices can provide many benefits to your curriculum, but there are challenges that you need to consider when implementing them in the classroom. What are those challenges? 3. Mobile learning devices can also provide many benefits what might some benefits be of having them in the classroom? 4. What types of technological integration tools are available and how can they improve learning in the classroom?
    • 9. Your Questions Conclusion
    • 10. References Bernadette, G., (2010) Problem Based Learning, the Socratic Method and Semiotic Mediation – A Case Study. Retrieved from https://www.scss.tcd.ie/postgraduate/msctl/current/Dissertations/MScTL_Bernadette%20Garry.pdf Gallow, D., (n.d) Problem based learning faculty institute: What is Problem-Based Learning? Retrieved from http://www.pbl.uci.edu/whatispbl.html UMICH.edu. (n.d.) Problem solving: The six types of problem solving questions. Retrieved from http://www.umich.edu/~elements/probsolv/strategy/cthinking.htm Ornstein, A. C. (1988, February). Questioning: The essence of good teaching—part II. . Retrieved http://www.sagepub.com/upm-data/6605_walsh_ch_1.pdffrom

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