Outline
           Socratic Method
                  Definition
                  Key Points
                  Advantages
                  Disadvantages
           Using the Socratic Method
                  General Guidelines
                  Forming Questions
                  “Techie” Classroom Settings
           What is the Socratic Method?
      General: Foundation of Western Pedagogical Tradition.
              A controlled debate used as a method of inquiry for the examination of 
               conceptual, philosophical,  and moral ideas.
      Teaching: A shared dialogue between teacher and students, where 
          both are responsible for continuing the dialogue through questioning
              Probing questions by Teachers lead the discussion 
              Questions are asked, by an individual, by the other Students and by the 
               instructor to determine uncertainty, examine complexity and understand 
               difficulty;
              Teachers are equally participant  and a guide or source of knowledge;
              Open-ended inquiry: lead with or without a lesson plan; the dialogue of 
               teacher/student leads to the new knowledge;
       Socratic Questioning
         Fundamental part of the Method
         Objectives:
             Examine the student's thoughts:
                 Use to demonstrate complexity, difficulty and uncertainty
                 Learn what is known
                 Learn what is not known
                 Force evaluation of current beliefs
                 Know facts, yet what do students thinks about these facts
             Strengthen Socratic ability
                 Focus on what specific  students thinks and avoid what the 
                  World or others think;
                 Encourage questioning self and others
                 Teach how to construct deep, meaningful questions
                 You do not need to know all the knowledge
         Key Differences
           Lecturer
                  Does not lecture
                  Poses a question, but does not answer
                  Fosters the analysis through Socratic Questions
           Students
                  Must listen and actively engage
                  Focus on the underlying principles
                  Account for beliefs in class
                  Ask questions of Lecturer and fellow students
           Environment of familiarity, yet “productive 
              discomfort” verses intimidation and panic
         Key Differences
           Three Way Dialogue with equal status
                  The Individual student contribution
                  The other students’ perspectives
                  The lecturer’s focus and emphasis