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Socratic Methodology: Training at GDUF in China
Zhang Yan and Howard Scott May,2007
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Index Bilingual Teaching Environment
Socratic Methodology: Training at GDUF A Key Language Tool Unanswered Questions
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Bilingual Teaching Environment Chinese cultural straight-jacket
Students shyness Students silence Students lack of confidence Students embarrassment
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Bilingual Teaching Environment Our Survey
95 percentage of the teachers wanted to master the bilingual teaching methodology 80 percentage wanted to improve their oral English 15 percentage wanted to extend their professional relationships with colleagues.
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Socratic Methodology: Training at GDUF Three Stage Process
Stage 1---Introduce Socratic Method Stage 2---Theory and Practice of Socratic Method Stage 3---Advanced Practice During stage one: the most important thing is confidence building and encourage all of the trainees to talk freely During stage two: all the trainees would be intruduced Socratic methodology tools as well as practice each of the tools themselves During stage three: building academic excellence in English
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Socratic Methodology: Training at GDUF Twelve Teaching Tools
a. What interested you in the reading? b. Give me a summary of what I have said? c. Open discussion which is very informal and the whole process is driven by questioning d. Pairs. Each trainee explains to their partner what they have read e. Presentation f. Seminar g. Debate h. Lecture i. Tutorial j. Role-play k.Case study l. Book review
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Socratic Methodology: Training at GDUF Questioning
Shyness---What interested you in the reading? ---Give me a summary of what I said? ---Can anyone else add to that? Silence ---when questioned---demands directed questioning Sequential questions---adding to the knowledge pool Building academic excellence in English
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Socratic Methodology: Training at GDUF Pairs
Students repeat learning Students do the work Students become teacher assistant Revision partners---put strong students with weak students Switch the pairings and small groups Confidence building
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Socratic Methodology: Training at GDUF Role Play
Break students shyness and silence Get students talking Make it fun Start a process of logical thinking in English Start the presentation process
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Socratic Methodology: Training at GDUF Presentation
Preparation---sit in circle, appoint a chair, apply the 3 T’s (time, task, team) Over-arching---BME (beginning, middle, end) B M E Competitive presentations---enhance student competency
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Socratic Methodology: Training at GDUF Seminars
Prepare, present, question,argue 3T’s (task, team, time) Reading selecting---to broaden cross disciplinary knowledge Keep discussion alive Don’t rely on brightest students Don’t leave weak students behind Use brightest students as co-teachers---to keep them involved
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Socratic Methodology: Training at GDUF Open Discussion
4 Responsibilities of a speaker 5 Responsibilities of a listener Driven by questioning Overcome the fear of mistakes and embarrassment Increase student talk time to more than 80% Drive to concepts and philosophies rather than facts Open discussion---a management process 4 Responsibilities of a speaker: Face the audiece; get their attention; make eye contact; speak clearly. 5 Responsibilities of a listener: Face the speaker; look at the speaker’s lips----read the lips; listen to the words; tell the speaker if you did not hear; if you do not understand sth say so
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A Key Language Tool Language Signposts
Place language signposts strategically through discussion ---where are we now ---where are we going ---how do we get there In this discussion I will… The three main points are… We found that… This guides both speaker and listener
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Dimension Elements Stage One Stage Two Stage Three
Language and Methodology Talk Time Less than 30% Less than 65% More than 80% Communication Effectiveness About 60% Confidence Low High Very high Competence Above average Language Fluency Acceptable Very acceptable Mistakes Basic and numerous Numerous Less than numerous Methodology Task management Poor Good Very good Team management Time management Constructive Application Slight Frequent Frequent and Auto Tools used Little used Well used Very well used Others Reading Materials Less than 10 papers 10-15 papers Less than 20 papers Age Most over fourty trainees dropped
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Unanswered Questions Reading material selection
The percentage of English and Chinese used How effective is Socratic methodology in larger classes The relationship between Students English language competency and effectiveness of Socratic methodology How to evaluate the success of the Socratic methodology
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Wish you happy for ever!!!
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