SecEd Series: Teaching Practice: This article is part of a series of 10 best practice pieces. Access them all here:
“To find yourself, think for yourself.” Socrates
In last week’s article on dialogic questioning, I explained that dialogic questions are those which encourage discussion, and which are open, philosophical, and challenging.
One widely used dialogic technique is Socratic questioning, which can be used to: control a discussion, explore more complex ideas, uncover assumptions, analyse concepts and ideas, and distinguish between what students know and do not know.
Socratic questioning performs two functions in the classroom: first, it probes students’ thinking and helps them begin to distinguish what they know or understand from what they do not know or understand, and second, it fosters students’ abilities to ask Socratic questions and helps them to use these tools in everyday life (in questioning themselves and others).
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