WEBVTT

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In this video, I'll be sharing with you

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my top 5 questioning techniques that

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will help you to generate more

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discussion and more debate in your lessons.

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The five questioning techniques that I'll be covering: 
pose, pause, pounce & bounce; ABC questioning;

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EEAA questioning; socratic questioning; and, affective questioning.

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I'm gonna be talking about how and when you can

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use these techniques in your lessons.

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So, without further ado, let's do!

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Questioning technique number four

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is Socratic questioning.

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Socratic questioning is actually a very detailed topic

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that's covered across many disciplines, from education

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to psychology to counseling.

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But in essence, in the context of education,

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Socratic questioning is about probing students further

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to get more information and more richness

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in detail from them.

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With the intention of simplifying Socratic

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questioning even further, there are four

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roles you can adopt within the classroom

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as a teacher that will allow you a practical

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framework to ask Socratic questions.

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These roles are the gadfly, the stingray,

NOTE Paragraph

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the midwife, and the ignoramus.

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So you could be like a gadfly, asking

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more probing questions. Why do you

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think that? Why is that important? Where's

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the evidence for that? Does it work in every

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situation? Can you apply that in the real world?

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By being a gadfly, and chipping away at students,

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you can definitely dig deeper into their knowledge

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on a particular topic.

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Alternatively, you could adopt a more

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supportive approach and take on the role

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of the midwife, where you are looking to give

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birth to new ideas. In this role, you'd be

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asking students questions which encourage

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them to think of new ideas, build

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upon ideas, and generate new ways

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of looking at the world.

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The third role you could adopt

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is the stingray. This is where you administer

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a shock into the discussion every now

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and again to challenge conventional ways

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of thinking. So you could ask questions such as

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What if the opposite was true? What if

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that never existed? Or, could you still

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achieve that if I removed this main element?

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Or you could adopt the role of ignoramus.

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This one, sadly, comes quite naturally

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to me. As the ignoramus, you pretend

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to know absolutely nothing about the

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subject. Ask your students, Why? 
Why is that the case?

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But how does that work? When could that

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be possible? Tell me more about this.

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This is an effective strategy as it puts the student

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in the position of teacher and allows them the

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opportunity to teach you the subject...