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Socrative PBL Presentation Week 6 AET 531
This document compares problem-based learning (PBL) and Socratic questioning methods. PBL uses authentic real-world problems to provide an inductive, student-centered approach where students address problems to learn content. The Socratic method uses disciplined questioning to explore ideas, uncover assumptions, and follow implications of thought. It challenges students' prior knowledge under a facilitator's guidance. Both methods aim to develop independent, self-directed learners through questioning, thinking, understanding rather than just finding answers. The document discusses benefits and challenges of each approach.
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Socrative PBL Presentation Week 6 AET 531
- 1. Introduction Larry A. Doxtater AET/ 531 Schalette Gudger 3 Sep 2013
- 2. COMPARISON OF THE QUESTIONS Problem BasedQuestions 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 consequences Questions about the Question
- 3. The Socratic Method isdisciplined 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
- 5. The PBL Method Orientsstudents 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
- 7. ANALYSIS & CHALLENGES SocraticQuestions • 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.
- 8. PBL & SOCRATIC QUESTIONS SUPPORT INDEPENDENT LEARNING Questioning. Thinking. Understanding. IT HASTO MEAN MORE THAT GETTING THE CORRECT ANSWER
- 9. Self-manage. Motivation and volitionin initiating and maintaining my efforts. Set my learning goals and decide what I want to learn. Awareness of my responsibility to make my learning meaningful. Challenging task. SELF-DIRECTED LEARNING
- 10. My Five Questions 1.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? 5. Problem based learning is designed for students to solve real world issues. What types of learning behaviors occur when using this technique.
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- 12. 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
Editor's Notes
- #4 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.