In this video, I'll be sharing with you
my top 5 questioning techniques that
will help you to generate more
discussion and more debate in your lessons.
The five questioning techniques that I'll be covering: pose, pause, pounce & bounce; ABC questioning;
EEAA questioning; socratic questioning; and, affective questioning.
I'm gonna be talking about how and when you can
use these techniques in your lessons.
So, without further ado, let's do!
Questioning technique number four
is Socratic questioning.
Socratic questioning is actually a very detailed topic
that's covered across many disciplines, from education
to psychology to counseling.
But in essence, in the context of education,
Socratic questioning is about probing students further
to get more information and more richness
in detail from them.
With the intention of simplifying Socratic
questioning even further, there are four
roles you can adopt within the classroom
as a teacher that will allow you a practical
framework to ask Socratic questions.
These roles are the gadfly, the stingray,
the midwife, and the ignoramus.
So you could be like a gadfly, asking
more probing questions. Why do you
think that? Why is that important? Where's
the evidence for that? Does it work in every
situation? Can you apply that in the real world?
By being a gadfly, and chipping away at students,
you can definitely dig deeper into their knowledge
on a particular topic.
Alternatively, you could adopt a more
supportive approach and take on the role
of the midwife, where you are looking to give
birth to new ideas. In this role, you'd be
asking students questions which encourage
them to think of new ideas, build
upon ideas, and generate new ways
of looking at the world.
The third role you could adopt
is the stingray. This is where you administer
a shock into the discussion every now
and again to challenge conventional ways
of thinking. So you could ask questions such as
What if the opposite was true? What if
that never existed? Or, could you still
achieve that if I removed this main element?
Or you could adopt the role of ignoramus.
This one, sadly, comes quite naturally
to me. As the ignoramus, you pretend
to know absolutely nothing about the
subject. Ask your students, Why? Why is that the case?
But how does that work? When could that
be possible? Tell me more about this.
This is an effective strategy as it puts the student
in the position of teacher and allows them the
opportunity to teach you the subject...