The Socratic method Inquiry used in our B2 level projects

 

The Socratic Method Inquiry is at the heart of the Socratic seminar, Socratic dialogue, or Socratic method, as it is most commonly called. This strategy is named after the philosopher Socrates, who used a broad form of questioning with his students. Each question that is answered predetermines the next question. Socrates used it to show his students the error of their thinking. 

Since the time Socrates used inquiry to promote thinking, the Socratic method has changed somewhat through the years. Today, this method is used primarily as a process of inductive questioning, through small steps, with knowledge as the goal. In a classroom, a teacher can use a set of questions to provoke students to think about something. The questions push students to examine what they know with the result of them analyzing a topic in depth. 

By using the Socratic method, learners can come to value and recognize good questions while also improving upon a thoughtful method of thinking. Students become more curious about the topic. 

They experience the joy of discovery. Students also get immediate feedback, and teachers can monitor student understanding by making adjustments, clarifying, and correcting misgivings immediately instead of waiting until the end of the unit test to find out that students did not understand the material. For the teacher, teaching is more interesting because he or she can quickly glean the thought processes of the students. 

Socratic Questions and their connection to the 6 thinking hats

 Questions that clarify   (White hat)

 • What is an example of…?

• Can you explain…?

• How would you say this in your own words?

• What is the right way to de‘ ne this?

 

 Questions that probe assumptions  (Red hat)

• Why do you think this way about…?

• What are your assumptions?

 • What do you believe to be true?

• What else could we believe about this?

 

 Questions that look for reasons and evidence  (white hat)

• What makes you believe this?

• How do we know this is true?

• What else do we need to know?

 • What would make you change your mind about…?

 

 Questions about perspectives and viewpoints  (Green hat)

• Whose viewpoint is this?

• What bias does this have?

• What is another view about…?

• How many more perspectives could there be about…?

 

 Questions that look at consequences  (Black hat)

• How does this affect…?

• Why is this important?

• What effect can this have on…?

• If this is true, then what else might be true?

 

Questions about the question   (Blue hat)

• What does this question mean?

• Is this a good question?

• Why was this question asked?

 • What does this have to do with our lives?

 (Adapted from Paul and Elder 2002)

 

  Conklin, W. (2012). Strategies for Developing Higher-Order Thinking Skills, Grades 6-12. Huntington Beach, CA: Shell Educational Publishing.                                                            

 

 

 

 

 

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