Using Socratic method in TEAL

Theme:

Using Socratic method in TEYL

Plan

1

Introduction

2

Z Theoretical part

3

Practical part

4

Conclusion

5

References

Aim of the project

• To Explain the method for young learners
• To conduct the lesson using the Socratic method
• To develop their critical thinking
• To develop open-ended questions about texts and encourage young learners to use textual evidence to support their opinions and answers.

Introduction  

This method (also known as method of elenchus , elenctic method, Socratic irony ), named after the classical Greek philosopher Socrates , is a form of inquiry and debate between individuals with opposing viewpoints based on asking and answering questions to stimulate critical thinking and to illuminate ideas. It is a dialectical method, often involving an oppositional discussion in which the defense of one point of view is pitted against the defense of another; one participant may lead another to contradict him in some way, strengthening the inquirer's own point. Since many centuries the question and answer method is still used with excellent results.

Socratic dialogue consists of three stages:

AGRUMENTA-

TION

AGREEMENT

DOUBT

The goal of the second stage is the expression of doubts in the direction of the weak arguments of the interlocutor. Doing this, you incline the interlocutor to ensure that he himself curbs any pressure on his part.

The task of this stage is to find one with which you can agree. Therefore, you need to rid your opponent of the feeling that they are trying to put pressure on him.

This stage is designed so that you can convey your thoughts, while not experiencing any resistance from the interlocutor.

THE SIX TYPES OF SOCRATIC

QUESTIONS

4. Questions about Viewpoints and Perspectives:

What would be an alternative?

What is another way to look at it?

• Questions for clarification:

Why do you say that?

How does this relate to our discussion?

5. Questions that probe implications and consequences:

What generalizations can you make?

What are the consequences of that assumption?

2. Questions that probe assumptions:

What could we assume instead?

How can you verify or disapprove that assumption?

6. Questions about the question:

What was the point of this question?

Why do you think I asked this question?

3. Questions that probe reasons and evidence:

What would be an example?

What is....analogous to?

The Socratic method in practice

• In the Socratic method of education, teachers engage students by asking questions that require generative answers. Ideally, the answers to questions are not a stopping point for thought but are instead a beginning to further analysis and research.
• Teachers can use the Socratic method in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modeling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics.

Environment

Aims of the lesson:

To consolidate lexical stock, to teach to express own opinions, to enrich pupils vocabulary. To develop skills and habits in speaking with Socratic method. To teach pupils to save nature of the world and care for its riches.

Plan:

1 Presentation of new material

2 Group’s work

Activities:

1) Who I am?

2) Soccer ball: continue a thought …

3)To Answer questions in groups, to share the opinion by a theme

Conclusion

New words:

Sea - Теңіз snow leopard - барыс

Earth – жер elephant – піл

Ocean - Мұхит panda - панда

Lake - Көл golden eagle - бүркіт

Ecology - Экология white tiger – ақ жолбарыс

Burn - өртеу beaver - бобр

Trees - ағаштар

Pollute - ластау

Factories - фабрика

Air - ауа

Oil - мұнай, май

Kill - өлтіру

Birds - құстар

Cut - кесу

Forest - орман

Throw away - тастау, лақтыру

Rubbish - қоқыс

Scientists – ғалым

Fireman – өрт сөндіруші

Big

questions

Cut

down

trees

Air pollution: smoke from factories

Water pollution

Birds and fishes die of factory waste

Rare species of animal

The game “ who am I ? ”

In this interesting game one student should come to the board, we attach a sticker to his forehead, on a sticker will be written a person/animal/thing. He /She doesn’t know who is he, and the audience knows, the student has to guess asking a question to audience who is he, and several students leave to a board. You have to ask kids only YES NO questions, and you have to guess what this word.

“ Socratic soccer ball”

For this activity we use ball and we throw the ball for young learners. In this ball written questions and young learners should answer for them.

• Do people protect the environment?
• Do we pollute water?
• Do you throw away rubbish?
• Do people plant trees?
• What do you do to keep our nature clean?
• How do you think which problem is more important?
• In which planet we live?
• How we can save water every day?
• What can you say about pollution?
• Do we protect animals?

game play One person is designated Simon, the others are the players. Standing in front of the group, Simon tells players what they must do. However, the players must only obey commands that begin with the words "Simon Says." If Simon says, "Simon says touch your nose," then players must touch their nose. But, if Simon simply says, "jump,"  without  first saying "Simon says," players must not jump. Those that do jump are out. objective Follow directions and stay in the game for as long as possible! The last player standing wins and becomes the next Simon. If you're Simon, the object is to try to dupe the players to follow your commands when they shouldn’t. who is simon? We call Simon the master and commander of this game in the United States. Other countries use different names for the leader. In France, he's called Jacques; in Hebrew, Herzl is the boss; and the Irish respect all that O'Grady says. Scandinavians have a more hierarchical view of the game: In Norway "the King commands," and in Finland, "the Captain commands."

Conclusion

• In the end of report we conducted the lesson using this Socratic method. It helps for young leaners to think deeply and develop their critical thinking. Also, for the practical part we choose the theme of Environment. Through this method young Learners learn new words about Environment and exchanged with their opinion.
•   Finally, benefits of using the Socratic method are that it gives the young learners a chance to experience the attendant joy and excitement of discovering (often complex) ideas on their own. And it gives teachers a chance to learn how much more inventive and bright a great many more students are than usually appear to be when they are primarily passive.

References

• http://www.garlikov.com/Soc_Meth.html
• https://www.youtube.com/watch?v=oG64GWpE9Jo
• http://www.essortment.com/socratic-method-teaching-40021.html
• http://www.criticalthinking.org/pages/socratic-teaching/606
• http://en.academic.ru/dic.nsf/enwiki/31899
• http://www.learnnc.org/lp/pages/4994
• https://www.buzzle.com/articles/socrates-philosophy-and-socratic-method.html