Teaching Methodology SBH Maieutic Standard from the Greek, Socratic Method

SBH – A Learning Philosophy Wholistic – p. 6 Wholistic – p. 6 Consistent and Interactive – p. 7 Consistent and Interactive – p. 7 Student Behaviors – p. 8 Student Behaviors – p. 8 Classroom Environment – p. 10 Classroom Environment – p. 10 Unique Question and Answer Approach – p. 11 Unique Question and Answer Approach – p. 11 Cognitive Structure – p. 11 Cognitive Structure – p. 11

Wholistic Learning is embodied and concerned with the human experience. Learning is embodied and concerned with the human experience. Learning is interactive and social. Learning is interactive and social. Learning is an integrated cognitive process. Learning is an integrated cognitive process.

Methodology is Consistent and Interactive Teaching Behaviors Teaching Behaviors –Personality and Academic Credibility –Sport Background –Appearance –Can serve as a role model and mentor –Wants to make a difference –Is a Risk Taker

Student Behaviors Peer Pressure Peer Pressure Examination of authoritarian roles Examination of authoritarian roles Cognitive Conflict painful Cognitive Conflict painful Cognitive development is not directly related to verbal activity – REFLECTION IS THE KEY Cognitive development is not directly related to verbal activity – REFLECTION IS THE KEY Some moral questions will not generate discussion. Some moral questions will not generate discussion.

Classroom Environment Accepting Classroom Accepting Classroom –Respect for student, fairness practiced. Teacher listens Teacher listens Teacher knows each student Teacher knows each student Players can listen and learn from each other Players can listen and learn from each other

Unique Question and Answer Approach Teacher Listening/Communication Teacher Listening/Communication –Active versus passive listening –Active listening Asking clarifying questions Asking clarifying questions Restating questions Restating questions Encouraging Elaboration Encouraging Elaboration Remembering dialogue Remembering dialogue –Keep a diary –Be class historian –Good role model about listening/valuing –Shows interest –Student learns patterns

Question strategies The text is developed to take out the guess work, however, the more we know about the process the better. The text is developed to take out the guess work, however, the more we know about the process the better. –Questions Difference between first and second order questioning Difference between first and second order questioning –First order – pseudo moral questions What is cheating? What is cheating? John, what is the right thing to do? John, what is the right thing to do? Josie, do you agree. Josie, do you agree.

Questioning strategies continued. Second order questions – asking the “why”? Second order questions – asking the “why”? –Different variety of questions Clarifying probe – Clarifying probe – –John, you answered…but didn’t you say last week that you won’t agree with this point of view, is this being consistent? Why or why not? Issue Specific Probe Issue Specific Probe –What is the difference between cheating on your girl friend and cheating in a game? Inter-issue Probe Inter-issue Probe –Which is more important, not cheating on your girl friend or not cheating in the game? Or is there a difference? Role Switch Probe Role Switch Probe –So would it make a difference, if you were the one being cheated on? Universal Consequence – Universal Consequence – –So if cheating is okay in this instance, does that mean that cheating is okay in every instance?

Cognitive Structure Focuses on morality, ethics, virtue, principles, and rules and their application to individuals within a group. Focuses on morality, ethics, virtue, principles, and rules and their application to individuals within a group. –Rigorous Curriculum and Content

Moral Reasoning Scores

Excel File: High School Pre Post Matched Pairs 2006

Social Reasoning