Critical Thinking and Reflective Practices (EDU406)

Assignment 2 (Spring 2019)

Total Marks: 20

(Lesson No. (19-27)

Objective:

This assignment is designed to Assess your:

1. Understanding and ability to define Socratic Method.

2. Apply theories/ strategies to improve critical thinking in teaching learning process

Instructions:

 Late assignments will not be accepted.

 If the file is corrupt or problematic, it will be marked zero.
 Plagiarism will never be tolerated. Plagiarism occurs when a student uses work
done by someone else as if it was his or her own; however, taking the ideas from
different sources and expressing them in your own words will be encouraged.
 No assignment will be accepted via e-mail.
 The solution file should be in Word document format; the font color should be
preferably black and font size should be 12 Times New Roman.

Question: 1. Explain Socratic Method in your own words? What is its relevance with critical
thinking in teaching learning process? Marks=10

Question: 2. Write steps of Socratic Method and key questions in each step. Marks=10
Question: 1. Explain Socratic Method in your own words? What is its relevance with critical
thinking in teaching learning process?

Answer: Socratic teaching: The Socratic teaching is the oldest teaching method for fostering
critical thinking in the students. In which we focus on giving students questions, not answers. We
model an inquiring, probing mind by continually probing into the subject with questions.
Fortunately, the abilities we gain by focusing on the elements of reasoning in a disciplined and
self-assessing way, and the logical relationships that result from such disciplined thought,
prepare us for Socratic questioning.

As a tactic and approach, Socratic questioning is a highly disciplined process. The Socratic
questioner acts as the logical equivalent of the inner critical voice which the mind develops when
it develops critical thinking abilities. The contributions from the members of the class are like so
many thoughts in the mind. All of the thoughts must be dealt with and they must be dealt with
carefully and fairly. By following up all answers with further questions, and by selecting
questions which advance the discussion, the Socratic questioner forces the class to think in a
disciplined, intellectually responsible manner, while yet continually aiding the students by
posing facilitating questions.

A Socratic questioner should: 

a) keep the discussion focused
b) keep the discussion intellectually responsible
c) stimulate the discussion with probing questions
d) periodically summarize what has and what has not been dealt with and/or resolved
e) draw as many students as possible into the discussion.
The Socratic Method can effectively be used in a classroom to engage students and promote
higher level critical thinking.  Students are encouraged to make statements or draw conclusions
about a topic and then to question those statements or conclusions.  Students will work together
in a group to examine the information from all directions and make a decision regarding whether
their original conclusion was accurate.  If it was not, students will use the information to draw a
new conclusion and test that idea.  They will continue in this manner until they are comfortable
with the conclusion.  This type of learning environment promotes inquiry, questioning, and
critical thinking by bringing the students together to create ideas and solve problems.  The
students learn the content in a more meaningful way because they are required to apply their
knowledge to a situation and be more active in the learning process.  Not only is the method an
effective learning tool, but it gives students practice working in groups to solve problems which
is valuable real-life experience.

Conclusion: To sum up the discussion in a nutshell it can be said that, The Socratic Method can
be used in several ways in a classroom setting.  It could be used to explore a particular aspect of
the course content, encourage creativity or brainstorming or search for solutions to a specific
problem.  The instructor will pose the original general question and will then pose additional
question to help direct the discussion and keep it focused, without providing answers or input.

Question: 2. Write steps of Socratic Method and key questions in each step. Marks=10

Answer: Socratic Method: The Socratic method of questioning is one of the best ways to help
and guide the students through critical thinking in a way that is challenging and engaging. It is
use to find truth and question assumption through a series of steps. These steps include
examining a claim, questioning that claim, and finding true knowledge. Instead of lecturing, the
teacher guides student learning by asking questions that challenge their opinions.

There are six steps of Socrates method and its key questions are as follows:
1. Questions for clarification: These questions get students to think more about what they are
asking or thinking about, prove the concepts behind their argument, and get them to go deeper.
 What exactly does this mean?
 How does this relate to what we have been talking about?
 Can you give me an example

2. Questions that probe assumptions: These questions make students think about the
presuppositions and unquestioned beliefs on which they are founding their argument.
 What else could we assume?
 What would happen if…?

3. Questions that probe reasons and evidence:

When students give a rationale for their arguments, dig into that reasoning rather than assuming
it is a given.

 Why is that happening?

 What evidence is there to support what you are saying?

4. Questions about Viewpoints and Perspectives: Most arguments are given from a particular
position. So attack the position. Show that there are other, equally valid, viewpoints.

 What would be an alternative?

 What is another way to look at it?
 Would you explain why it is necessary or beneficial, and who benefits?
 Why is the best?
 What are the strengths and weaknesses of...?
 How are...and ...similar?
 What is a counterargument for...?

5. Questions that probe implications and consequences: The argument a student gives may
have logical implications that can be forecast.
  What generalizations can you make?
 What are the consequences of that assumption?
 What are you implying?
 Are they desirable?

6. Questions about the question: You also can get reflexive about the whole thing, turning the
question on itself. Bounce the ball back into their court.

 What was the point of this question?

 Why do you think I asked this question?
 What does it mean?
 How does this apply to everyday life?

Conclusion: To sum up the discussion in a nutshell it can be said that, Socratic questioning is a
form of disciplined questioning that can be used to pursue thought in many directions and for
many purposes, including: to explore complex ideas, to get to the truth of things, to open up
issues and problems, to uncover assumptions and to analyze the concepts of the students.