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Socratic questioning

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   2 Genevieve Cogman

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1:Socratic questioning was a good idea, because (a) it got students thinking for themselves, (b) sometimes they came up with ideas she hadn’t thought of, and (c) it gave her more time to think while they were trying to find answers. ~ Genevieve Cogman,

2:How?” Irene enquired. She’d decided a while back that Socratic questioning was a good idea, because (a) it got students thinking for themselves, (b) sometimes they came up with ideas she hadn’t thought of, and (c) it gave her more time to think while they were trying to find answers. ~ Genevieve Cogman,

3:Don’t come to someone with feedback (or a problem) unless you have one or more solutions—In this approach the responsibility lies with the person giving the feedback to also come up with the best solution for acting on the feedback. That sounds totally reasonable and helpful: you’re telling people about the problem and the solution in one bite. • The feedback sandwich—You know this one. You open with good news, slip in some bad news, and then close with good news. That way, the person in front of you is opened up for the bad news by hearing the good news and still likes you in the end because you’ve closed with something good.6 And we’re supposed to give more positive feedback than negative feedback (the best ratio is at least 3:17), so this puts us well on our way to that. • Socratic questioning—Here, you leave people to draw their own conclusions by simply asking a set of helpful questions to take them to the realization that there’s an issue (and the hope is that they’ll then ask you for a solution or even stumble on your solution and offer it up as if it were their own). This, we’re told, increases ownership of the issue because the other person—the person needing to change—came up with the idea himself. ~ Jennifer Garvey Berger,

Wikipedia - Socratic questioning -- Type of question to predict knowledge on topic