{"content":{"sharePage":{"page":0,"digests":[{"id":"61076368","dateCreated":"1355289265","smartDate":"Dec 11, 2012","userCreated":{"username":"ChristineAngi","url":"http:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61076368"},"dateDigested":1532724720,"startDate":null,"sharedType":"discussion","title":"Christine Angiuoli-response","description":"Given the two examples here, what do you think the teachers had in mind for the goal of each session?
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\nI think from the video his goal was to get the class actively involved in the lesson and make them feel like a very important factors in what they are learning and how that is being learned.
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\nWhat did they choose for starting points? Why do you think they chose those starting points?
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\nTheir starting points the teacher offered were open discussion questions that everyone could jump into. This then scaffold into more critical thinking and thought provoking questions. I think he chose this as a starting point because it was extremely inclusive with easy questions at the start to help get everyone involved and feeling capable of being a contributing part of the group.
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\nHow did they incorporate existing student knowledge? What are some ways they extended that knowledge?
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\nA way the teacher was able to incorporate previous knowledge is by making students think critically and take a fresh take on what they know by looking at the same knowledge in a different way.
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\nThese were examples in math. Can you think of a topic you might teach using the Socratic method? What would be your goals for the session and your starting points?
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\nAs an Intervention Specialist major something I could teach is reading comprehension. The goals for this session would be for students is to be able to think critically about a story and be able to understand motives. My starting points would be asking questions about what the problem in the story and tie it into emotions and eventually have students identify with why events happened as they did in the story.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61073404","dateCreated":"1355259355","smartDate":"Dec 11, 2012","userCreated":{"username":"kleitschuh","url":"http:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61073404"},"dateDigested":1532724720,"startDate":null,"sharedType":"discussion","title":"Socratic Teaching Responses","description":"Socratic Teaching
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\nGiven the two examples here, what do you think the teachers had in mind for the goal of each session?
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\nFrom the two examples, I think the teacher\u2019s goal was to lead the students through questions kind of as a lead or model in hopes that the students would begin to form their own questions and the calculate their own answers.
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\nWhat did they choose for starting points? Why do you think they chose those starting points?
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\nTheir starting points were very basic questions letting every students the option to answer. But as they went the questions began harder making the students start to dig deeper and deeper to find the answers. By starting out with a simple question I think is useful because it is a way to build the students confidence getting them involved quickly with the activity.
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\nHow did they incorporate existing student knowledge? What are some ways they extended that knowledge?
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\nTo incorporate existing knowledge they asked students to answer the same question but in different ways. I thought this was tricky of the teachers because it made the students really broadens their frame of thinking without really thinking about it.
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\nThese were examples in math. Can you think of a topic you might teach using the Socratic method? What would be your goals for the session and your starting points?
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\nAs an art therapy major as well I feel like I could cooperate art easily with math and science. For example, art can be put into an activity by the description of colors made by a chemical reaction. The goals for this session would be for the children to expand their observations to not only want what the chemical reaction is but also using their senses to further examine. My starting points would be asking simple questions leading to more difficult, in depth, conversations.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61064922","dateCreated":"1355183111","smartDate":"Dec 10, 2012","userCreated":{"username":"escott91","url":"http:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61064922"},"dateDigested":1532724720,"startDate":null,"sharedType":"discussion","title":"erin scott response","description":"Given the two examples here, what do you think the teachers had in mind for the goal of each session?
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\nI think their goal was to lead the students through questions with the hopes that the students would begin to form their own questions and answers. Also to have the students realize that they have within them selves the ability to find answers and come to their own conclusion- that they don\u2019t have to be talked at given the answers.
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\nWhat did they choose for starting points? Why do you think they chose those starting points?
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\nThey chose to start with a very basic question that everyone students could answer. Then they built on it to slowly make the students dig deeper and deeper to find solutions and problem solve. I think they started out with a simple question almost as if to trick the students- it built their confidence in regards to what they knew so they felt as though they could keep answering the teacher\u2019s questions.
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\n How did they incorporate existing student knowledge? What are some ways they extended that knowledge?
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\nThey incorporated existing knowledge by asking them to answer the question in multiple different ways, which required them to expand their frame of thinking.
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\nThese were examples in math. Can you think of a topic you might teach using the Socratic method? What would be your goals for the session and your starting points?
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\nWith art I can easily bring math and science into their project with different shapes and chemical reaction of art materials when they interact. For example, if I were to teach about Piet Mondrian I could ask my students if they could draw a square and then expand on that.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60817584","dateCreated":"1352772367","smartDate":"Nov 12, 2012","userCreated":{"username":"cbpries","url":"http:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60817584"},"dateDigested":1532724720,"startDate":null,"sharedType":"discussion","title":"Carly Pries - Response","description":"\u2022Given the two examples here, what do you think the teachers had in mind for the goal of each session?
\nI think that the goal each teacher had in mind was to help the students reach the information that was to be taught by using their own knowledge to construct answers and come to final conclusions. The goal is to help students discover the answers themselves rather than just telling them the information.
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\n\u2022What did they choose for starting points? Why do you think they chose those starting points?
\nThe starting points were the students\u2019 existing knowledge. They chose these starting points because you can build off of their existing knowledge and use it to help the students find answers for themselves.
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\n\u2022How did they incorporate existing student knowledge? What are some ways they extended that knowledge?
\nThey incorporate existing knowledge by asking students about what they already know and how they can relate it to what they are trying to figure out. By leading a student to the answers using their existing knowledge it is expanding their knowledge because you are building off of what they already know.
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\n\u2022 These were examples in math. Can you think of a topic you might teach using the Socratic method? What would be your goals for the session and your starting points?
\nA topic you can teach with the Socratic method could involve Physics. Physics involves a lot of prior math knowledge and skills and when learning how to solve formulas in physics it would be very important ask students questions that lead them to answers based on their existing knowledge with math skills. Goals for the session would be to have students understand the concepts and formulas in physics by applying what they already know and building off of that knowledge with the new concepts they are to learn. My starting points would be the students\u2019 current applicable knowledge.","replyPages":[{"page":0,"digests":[{"id":"58781774","body":"Yes, indeed, physics would be a great thing to work with. Particularly the derivation of some of those formulas for acceleration and the like.","dateCreated":"1354393036","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60522884","dateCreated":"1350353019","smartDate":"Oct 15, 2012","userCreated":{"username":"arutsky","url":"http:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60522884"},"dateDigested":1532724720,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky Response","description":"\u2022 Given the two examples here, what do you think the teachers had in mind for the goal of each session?
\n\u2022 What did they choose for starting points? Why do you think they chose those starting points?
\n\u2022 How did they incorporate existing student knowledge? What are some ways they extended that knowledge?
\n\u2022 These were examples in math. Can you think of a topic you might teach using the Socratic method? What would be your goals for the session and your starting points?
\nI think that the teachers in both examples wanted to engage their students by getting them involved in the lessons. Both asked many questions leaving students to draw their own conclusions. The teachers had a destination that thy wanted the students to end up at and served as a guide to them, but forced them to make decisions and draw conclusions on their own.
\n The teachers would usually start out by asking more simple questions and going over knowledge that their students already know. They would build up to more complex questions and knowledge. I think that they chose their starting points as a way to get the students thinking and warm up the cognitive abilities. Also, their introductory questions grabbed the student\u2019s attention by giving them questions that they knew the answers to. By incorporating existing student knowledge into the questions the teachers allowed students to gain momentum and confidence in their problem solving. They extended knowledge by asking students questions that linked existing knowledge with a new concept or idea. This forced the students to think outside the box and try to draw their own conclusions.
\nOne topic that a teacher could use the Socratic method with besides math would be language arts or reading. Teachers could have discussion groups with students asking them certain questions about the book. This could test for their understanding of the content as well as grammar and vocabulary knowledge. The Socratic method could also be used in social studies. In many classrooms there is a good deal of multi cultural diversity. By asking students questions about their own culture teachers can facilitate discussion groups that can give students insight and introductory knowledge into other cultures.","replyPages":[{"page":0,"digests":[{"id":"57597056","body":"Yes, Socratic teaching can be used throughout the curriculum. I use it when I am I working with students on musical structures such as scales. It's amazing how much people remember when they have figured it out for themselves instead of being told something.","dateCreated":"1350997452","smartDate":"Oct 23, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}