They had really enjoyed that. One girl and one boy from the 65 to 70 students had each actually caught their returning boomerang on their throws. That seemed to add to everyone's enjoyment. I had therefore already established a certain rapport with the students, rapport being something that I feel is important for getting them to comfortably and enthusiastically participate in an intellectually uninhibited manner in class and without being psychologically paralyzed by fear of "messing up". When I got to the classroom for the binary math experiment, students were giving reports on famous people and were dressed up like the people they were describing. The student I came in on was reporting on John Glenn, but he had not mentioned the dramatic and scary problem of that first American trip in orbit.
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I chose binary arithmetic as the vehicle plan for that because it is something very difficult for children, or anyone, to understand when it is taught normally; and I believe that a demonstration of a method that can teach such a difficult subject easily to children. (As you will see below, understanding binary arithmetic is also about understanding "place-value" in general. For those who seek a much more detailed explanation about place-value, visit the long paper. The concept and teaching of Place-value.) This was to be the socratic method in what I consider its purest form, where questions (and only questions) are used to arouse curiosity and at the same time serve as a logical, incremental, step-wise guide that enables students. In a less pure form, which is normally the way it occurs, students tend to get stuck at some point and need a teacher's explanation of some aspect, or the teacher gets stuck and cannot figure out a question that will get the kind. If "telling" does occur, hopefully by that time, the students have been aroused by the questions to a state of curious receptivity to absorb an explanation that might otherwise have been meaningless to them. Many of the questions are decided before the class; but depending on what answers are given, some questions have to be thought up extemporaneously. Sometimes this is very difficult to do, depending on how far from what is anticipated or expected some of the students' answers are. This particular attempt went better than my best possible expectation, and I had much higher expectations than any of the teachers I discussed it with prior to doing. I had one prior relationship with this class. About two weeks earlier I had shown three of the third grade classes together how to throw a boomerang and had let each student try it once.
There were 22 students in the class. I was told ahead of time by two different teachers (not the classroom teacher) that only waiting a couple of students would be able to understand and follow what I would be presenting. When the class period ended, i and the classroom teacher believed that at least 19 of the 22 students had fully and excitedly participated and absorbed the entire material. The three other students' eyes were glazed over from the very beginning, and they did not seem to be involved in the class at all. The students' answers below are in capital letters. The experiment was to see whether I could teach these students binary arithmetic (arithmetic using only two numbers, 0 and 1) only by asking them questions. None of them had been introduced to binary arithmetic before. Though the ostensible subject matter was binary arithmetic, my primary interest was to give a demonstration to the teacher of the power and benefit of the socratic method where it is applicable. That is my interest here as well.
The socratic Method, the socratic Method: teaching by Asking Instead of by telling by, rick garlikov, this work is available here free, so that those who cannot afford it can still have access to it, and so that no one has to pay before they. But if, after you have read it, you find it meaningful and helpful and would like to contribute whatever easily affordable amount you feel it is worth, please. . I will appreciate. The button to the right will take you to paypal where you can make any size donation (of 25 cents or more) you wish, using either your paypal account or a credit card without a paypal account. The following is a transcript of a teaching experiment, using the socratic method, with a regular third grade class in a suburban elementary school. I present my perspective essay and views on the session, and on the socratic method as a teaching tool, following the transcript. The class was conducted on a friday afternoon beginning at 1:30, late in may, with about two weeks left in the school year. This time was purposely chosen as one of the most difficult times to entice and hold these children's concentration about a somewhat complex intellectual matter. The point was to demonstrate the power of the socratic method for both teaching and also for getting students involved and excited about the material being taught.
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