Teaching Methodology SBH Maieutic Standard from the Greek, Socratic Method

Teaching Teaching MethodologyMethodology

SBH Maieutic Standard SBH Maieutic Standard from the Greek, Socratic Methodfrom the Greek, Socratic Method

SBH ETHICAL STANDARD

A Unique Teaching

Methodology for Moral Reasoning

and Theoretical Construct

Sharon Kay Stoll, Ph.D. J ennifer M. Beller, Ph.D.

With Notes and Comments by: Sue Durrant, Ph.D. Michael Reall, Ph.D. John Murphy, Ph.D. Jim Wharton Qingyi Zheng, Ph.D.

SBH – A Learning SBH – A Learning PhilosophyPhilosophy Wholistic – p. 6Wholistic – p. 6 Consistent and Interactive Consistent and Interactive

– p. 7– p. 7 Student Behaviors – p. 8Student Behaviors – p. 8 Classroom Environment – Classroom Environment –

p. 10p. 10 Unique Question and Unique Question and

Answer Approach – p. 11Answer Approach – p. 11 Cognitive Structure – p. Cognitive Structure – p.

1111


A Unique Teaching





WholisticWholistic

Learning is Learning is embodied and embodied and concerned with concerned with the human the human experience.experience.

Learning is Learning is interactive and interactive and social.social.

Learning is an Learning is an integrated integrated cognitive process.cognitive process.


A Unique Teaching





Methodology is Methodology is Consistent and Consistent and InteractiveInteractive Teaching Teaching

BehaviorsBehaviors– Personality and Personality and

Academic Academic CredibilityCredibility

– Sport BackgroundSport Background– AppearanceAppearance– Can serve as a role Can serve as a role

model and mentormodel and mentor– Wants to make a Wants to make a

differencedifference– Is a Risk TakerIs a Risk Taker


A Unique Teaching





Student BehaviorsStudent Behaviors

Peer PressurePeer Pressure Examination of authoritarian rolesExamination of authoritarian roles Cognitive Conflict painfulCognitive Conflict painful Cognitive development is not Cognitive development is not

directly related to verbal activity – directly related to verbal activity – REFLECTION IS THE KEYREFLECTION IS THE KEY

Some moral questions will not Some moral questions will not generate discussion.generate discussion.

Classroom Classroom EnvironmentEnvironment Accepting ClassroomAccepting Classroom

– Respect for student, fairness Respect for student, fairness practiced.practiced.

Teacher listensTeacher listens Teacher knows each studentTeacher knows each student Players can listen and learn from Players can listen and learn from

each othereach other

Unique Question and Unique Question and Answer ApproachAnswer Approach Teacher Listening/CommunicationTeacher Listening/Communication

– Active versus passive listeningActive versus passive listening– Active listeningActive listening

Asking clarifying questionsAsking clarifying questions Restating questionsRestating questions Encouraging ElaborationEncouraging Elaboration Remembering dialogueRemembering dialogue

– Keep a diaryKeep a diary– Be class historianBe class historian– Good role model about listening/valuingGood role model about listening/valuing– Shows interestShows interest– Student learns patternsStudent learns patterns

Question strategiesQuestion strategies

The text is developed to take out The text is developed to take out the guess work, however, the more the guess work, however, the more we know about the process the we know about the process the better.better.– QuestionsQuestions

Difference between first and second order Difference between first and second order questioningquestioning

– First order – pseudo moral questionsFirst 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 Questioning strategies continued.continued. Second order questions – asking the “why”? Second order questions – asking the “why”?

– Different variety of questionsDifferent variety of questions Clarifying probe –Clarifying probe –

– John, you answered…but didn’t you say last week that you won’t 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 agree with this point of view, is this being consistent? Why or why not?not?

Issue Specific ProbeIssue Specific Probe– What is the difference between cheating on your girl friend and What is the difference between cheating on your girl friend and

cheating in a game?cheating in a game? Inter-issue ProbeInter-issue Probe

– Which is more important, not cheating on your girl friend or not Which is more important, not cheating on your girl friend or not cheating in the game? Or is there a difference?cheating in the game? Or is there a difference?

Role Switch ProbeRole Switch Probe– So would it make a difference, if you were the one being cheated So would it make a difference, if you were the one being cheated

on?on? Universal Consequence –Universal Consequence –

– So if cheating is okay in this instance, does that mean that cheating So if cheating is okay in this instance, does that mean that cheating is okay in every instance?is okay in every instance?

Cognitive StructureCognitive Structure

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

ContentContent


A Unique Teaching





Moral Reasoning Moral Reasoning ScoresScores

05

101520253035

Pretest Posttest 4 year Post

University AUniversity BSchool C HSSchool D-HS

Excel File: High School

Pre Post Matched

Pairs 2006

Social Reasoning Social Reasoning

30

31

32

33

34

35

36

37

Pre Post

School ASchool BSchool C-HSSchool D-HS

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Teaching Methodology SBH Maieutic Standard from the Greek, Socratic Method