THE MODERN SOCRATIC THE MODERN SOCRATIC METHODMETHOD

YESTERDAY, TODAY, YESTERDAY, TODAY, TOMORROWTOMORROW

CLASSICALCLASSICAL

All All KNOWLEDGE KNOWLEDGE already already exists in one’s mindexists in one’s mind

Direct one-on-one dialog Direct one-on-one dialog with studentwith student

Question and ChallengeQuestion and Challenge Examining all questions in Examining all questions in

length and depth creates a length and depth creates a greater perception of the greater perception of the answeranswer

All KNOWLEDGE is All KNOWLEDGE is therefore, “drawn out” from therefore, “drawn out” from student – “student – “EDUCARE”EDUCARE”

PROSPROS

Unprecedented creation of GENIUSUnprecedented creation of GENIUS– The Golden Age of GreeceThe Golden Age of Greece– The RenaissanceThe Renaissance

““Miracle Leaps” of understanding, learning and Miracle Leaps” of understanding, learning and personal growthpersonal growth

Involves more facets of the brain than any other Involves more facets of the brain than any other methodmethod– The more one thinks, the more one creates synaptic The more one thinks, the more one creates synaptic

connectionsconnections– The greater the number of connections, the greater The greater the number of connections, the greater

the intelligence, i.e. Albert Einsteinthe intelligence, i.e. Albert Einstein

CONSCONS

Limited use with more than one or two Limited use with more than one or two studentsstudents

Time consumingTime consuming Not Cost EffectiveNot Cost Effective

The Law of EffectThe Law of Effect

A fundamental natural law of behaviorA fundamental natural law of behavior

““You Get More Of What You Get More Of What You Reinforce”You Reinforce”

It reinforces:It reinforces:– The particular awareness that has been examined and responded The particular awareness that has been examined and responded

toto– The behavior of The behavior of being awarebeing aware– More and deeper regions of the brain to be attuned with common More and deeper regions of the brain to be attuned with common

word-based consciousnessword-based consciousness

Why We Obey The Law of EffectWhy We Obey The Law of Effect

Basic law of evolutionBasic law of evolution– We must adapt and learn if we are to surviveWe must adapt and learn if we are to survive– We must repeat and search out those things We must repeat and search out those things

that prove to be successful for usthat prove to be successful for us– That which satisfies a basic need, must be That which satisfies a basic need, must be

repeated for continued existencerepeated for continued existence– Successful repetition leads to the forming of Successful repetition leads to the forming of

schemes for existence-a way to liveschemes for existence-a way to live

The Prime Objective in Education is the The Prime Objective in Education is the acquisition of Knowledgeacquisition of Knowledge

HOWEVER:HOWEVER:– The Learner must experience success, self-worth and The Learner must experience success, self-worth and

significance simultaneously for Knowledge to be significance simultaneously for Knowledge to be meaningfulmeaningful

– The Learner must be responsible for their own The Learner must be responsible for their own Learning and satisfy basic needs in order for Learning and satisfy basic needs in order for Education to take placeEducation to take place

– Basic Educational Needs=Basic Educational Needs= What I am doing is worthwhileWhat I am doing is worthwhile My contribution is importantMy contribution is important I am heardI am heard

IF THESE BASIC IF THESE BASIC EDUCATIONAL NEEDS EDUCATIONAL NEEDS ARE MET, THEN TRUE ARE MET, THEN TRUE EDUCATION WILL OCCUR EDUCATION WILL OCCUR AND CONTINUE TO AND CONTINUE TO OCCUROCCUR

The Modern Socratic The Modern Socratic MethodMethod

Begins with open-ended explorations and less immediately concerned with Begins with open-ended explorations and less immediately concerned with the “right answer” to promote a more creative command of the topic the “right answer” to promote a more creative command of the topic question and a broader in-depth understanding of the questionquestion and a broader in-depth understanding of the question

Leads to a continuous flow of rapid feedback in which the SOCRATEUR Leads to a continuous flow of rapid feedback in which the SOCRATEUR describes his ongoing perceptions/awareness; generates a state of flow at describes his ongoing perceptions/awareness; generates a state of flow at his own optimal levels; hears his own description in the context of his his own optimal levels; hears his own description in the context of his listener thus allowing him to discover more and more (Dynamic Feedback)listener thus allowing him to discover more and more (Dynamic Feedback)

Students are meaningfully heard at length, in detail, on issues of felt Students are meaningfully heard at length, in detail, on issues of felt significancesignificance

Dynamic Format can, therefore, create a total sustained Socratic and Dynamic Format can, therefore, create a total sustained Socratic and mutually-Socratic state for any number of participantsmutually-Socratic state for any number of participants

Dynamic Format incorporates and echoes basic tenets found in Maria Dynamic Format incorporates and echoes basic tenets found in Maria Montessori, John Dewey, Omar K. Moore, Santiago Ramon y Cajal, Lev Montessori, John Dewey, Omar K. Moore, Santiago Ramon y Cajal, Lev Vygotsky, Harry K. Wong, Jean Piaget and many moreVygotsky, Harry K. Wong, Jean Piaget and many more

The Socratic ContinuumThe Socratic Continuum

STRUCTUREDSTRUCTURED

PULL FORTHPULL FORTH The Socratic ContinuumThe Socratic Continuum POUR POUR FORTHFORTH

OPEN-ENDEDOPEN-ENDED

Modern Socratic TechniquesModern Socratic Techniques

Mind PrimingMind Priming BuzzingBuzzing FreenotingFreenoting Instant ReplayInstant Replay Quick form Image Quick form Image

StreamingStreaming

Crab AppleCrab Apple DEAM-Double-Entry DEAM-Double-Entry

A-Ha! MethodA-Ha! Method Story TechniqueStory Technique WindTunnel-WindTunnel-

Brainstorming on Brainstorming on SteroidsSteroids

MIND PRIMING- MIND PRIMING- a Brain Waker-Uppera Brain Waker-Upper

PurposePurpose: used at beginning of class or when class : used at beginning of class or when class needs to wake up or refocusneeds to wake up or refocus

ProcedureProcedure: : – Start by focusing on one thing in the roomStart by focusing on one thing in the room– Teacher will tap, tap, tap or ding, ding, ding and on each Teacher will tap, tap, tap or ding, ding, ding and on each

ding students will refocus their eyes on another object in ding students will refocus their eyes on another object in the roomthe room

– Begin tapping slowly and increase pace up to one ding Begin tapping slowly and increase pace up to one ding per second for approximately one minuteper second for approximately one minute

BUZZINGBUZZING

Purpose:Purpose:– To generate student conversation about a question or To generate student conversation about a question or

topic.topic.

Procedure:Procedure: – Direct students to form pairs or small groups (quickly 5-Direct students to form pairs or small groups (quickly 5-

10 seconds)10 seconds)– Each student has pen and paper (notebook)Each student has pen and paper (notebook)– Teacher provides question on boardTeacher provides question on board– Students discuss question “buzz” for approximately 5 Students discuss question “buzz” for approximately 5

minutes with fellow partner(s).minutes with fellow partner(s).

– Students will record highlights of buzz on paper or Students will record highlights of buzz on paper or notebook.notebook.

– Use hand signals as needed.Use hand signals as needed.– At 5 minutes teacher gives wrap up signal, one At 5 minutes teacher gives wrap up signal, one

ding/chime. Students have 30 seconds to conclude ding/chime. Students have 30 seconds to conclude buzz.buzz.

– After final 30 seconds teacher gives end signal, three After final 30 seconds teacher gives end signal, three dings/chimes. Students will put pens down and stop dings/chimes. Students will put pens down and stop talking.talking.

– Regroup as a class, discuss highlights, and teacher Regroup as a class, discuss highlights, and teacher records ideas on board.records ideas on board.

– Direct students to take notes and discuss ideasDirect students to take notes and discuss ideas

FREENOTINGFREENOTING

Purpose:Purpose: -Individual review. Students identify what they do and do -Individual review. Students identify what they do and do not know at the end of a lesson, chapter or unit. Excellent not know at the end of a lesson, chapter or unit. Excellent strategy for test preparation.strategy for test preparation.

Procedure:Procedure:

INSTANT REPLAYINSTANT REPLAY

Purpose:Purpose: – Review content from single classReview content from single class

Procedure:Procedure:

QUICK FORM IMAGE STREAMINGQUICK FORM IMAGE STREAMING

Purpose:Purpose:– Use at the beginning when introducing a new idea/lesson. Visual Use at the beginning when introducing a new idea/lesson. Visual

thinking helps attach image to subject matter and help student thinking helps attach image to subject matter and help student retain information.retain information.

Procedure:Procedure:

CRAB APPLECRAB APPLE Purpose:Purpose:

– Used to solve problem or when looking for a Used to solve problem or when looking for a different perspective.different perspective.

Procedure:Procedure:

DEAM – DEAM – Double-Entry A-Ha! MethodDouble-Entry A-Ha! Method

Purpose:Purpose: – Generate ideas, clarify ideas, and increase Generate ideas, clarify ideas, and increase

understanding.understanding.

Procedure:Procedure:

Story TechniqueStory Technique

Purpose:Purpose: – Increase creativity skills. Use for problem solving and Increase creativity skills. Use for problem solving and

when a fresh perception is needed.when a fresh perception is needed. Procedure:Procedure:

WINDTUNNEL WINDTUNNEL Brainstorming on SteroidsBrainstorming on Steroids

Purpose:Purpose: – Problem Solving Method. Use it to lead into other forms of creative Problem Solving Method. Use it to lead into other forms of creative

problem solving.problem solving. Procedure:Procedure:

Educational AspectsEducational Aspects

Interactive LearningInteractive Learning ScaffoldingScaffolding Peer TutoringPeer Tutoring Listening SkillsListening Skills Thinking Skills-analytical/criticalThinking Skills-analytical/critical Accelerated LearningAccelerated Learning Dynamic Format-tapping the 98%Dynamic Format-tapping the 98% Problem SolvingProblem Solving Higher Order thinkingHigher Order thinking EconomicalEconomical

Benefits to SocietyBenefits to Society Creates an educated society in which members Creates an educated society in which members

are able to think and problem solve on a grand are able to think and problem solve on a grand scalescale

Creates a highly capable workforce that is better Creates a highly capable workforce that is better prepared to contribute to the betterment of prepared to contribute to the betterment of societysociety

Refocuses societal priorities on EDUCATIONRefocuses societal priorities on EDUCATION Does not cost society any more to educate Does not cost society any more to educate

children in this fashion as opposed to current children in this fashion as opposed to current didactic learningdidactic learning

The Question Remains:The Question Remains:

Can Society Afford Not To Shift Can Society Afford Not To Shift Its Paradigm and Embrace a Its Paradigm and Embrace a Better and More Productive Better and More Productive

Method of Educating Its Method of Educating Its Children?Children?

The ExperimentThe Experiment

The premise was that through the application of The premise was that through the application of Modern Socratic Methods, student achievement Modern Socratic Methods, student achievement would be increased/acceleratedwould be increased/accelerated

The population consisted of all students in grades The population consisted of all students in grades 2 &4 and 1 class each in grades 3,5,6,7,82 &4 and 1 class each in grades 3,5,6,7,8

A range of achievement was mathematically A range of achievement was mathematically calculated by an independent statisticiancalculated by an independent statistician

Pre-test was administered in February, 2008Pre-test was administered in February, 2008 Post-test was administered in June, 2008Post-test was administered in June, 2008 The TerraNova Test was used as the assessment The TerraNova Test was used as the assessment

tooltool

The ResultsThe Results

All Grades levels scored within the anticipated All Grades levels scored within the anticipated range of achievementrange of achievement

Most Grade levels scored in the upper limits of the Most Grade levels scored in the upper limits of the anticipated rangeanticipated range

Grades 2 and 4 exceeded these limitsGrades 2 and 4 exceeded these limits It was It was concludedconcluded that exceptional results were that exceptional results were

experienced at these two grade levels because experienced at these two grade levels because both teachers at these grade levels were trained in both teachers at these grade levels were trained in MSM techniques and the frequency of their use MSM techniques and the frequency of their use was significant in the achievement of their was significant in the achievement of their studentsstudents

The DataThe Data

As We Move Forward TomorrowAs We Move Forward Tomorrow

The Experiment continuesThe Experiment continues Replication of data will necessitate publicationReplication of data will necessitate publication Replication of data will demand that these Replication of data will demand that these

techniques be offered to all teacherstechniques be offered to all teachers Improved Techniques + Better Educated Students Improved Techniques + Better Educated Students

= The Betterment of the Human Situation= The Betterment of the Human Situation Seek Funding for further studiesSeek Funding for further studies

CREDITSCREDITS

Dr. Win WengerDr. Win Wenger My Outstanding Staff, especially AH, My Outstanding Staff, especially AH,

Science Teacher and KC, Phys Ed TeacherScience Teacher and KC, Phys Ed Teacher M & T BankM & T Bank

THANK YOUTHANK YOU