psychiatrist who made several significant contributions to education, mastery learning, and talent development.
He also served internationally as an educational adviser, working with Israel, India and several other nations.
Then look at your course schedule and try to come up with a big question for each day/topic.
Make your questions open-ended (not yes or no) so that students will have opportunities to discuss their own ideas and where those ideas come from.
Socratic questioning “is systematic method of disciplined questioning that can be used to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don’t know, and to follow out logical implications of thought” (Paul and Elder 2007).
Socratic questioning is most frequently employed in the form of scheduled discussions about assigned material, but it can be used on a daily basis by incorporating the questioning process into your daily interactions with students.
These criteria require that we distinguish fact from fiction; synthesize and evaluate information; and clearly communicate, solve problems and discover truths.
Consider incorporating these techniques into your course design and implementation to help engage students in critical thinking. According to Paul and Elder (2007), “Much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced.
How do I incorporate critical thinking into my course overall and into my daily classes?
Getting students to think critically about material requires you to develop habits of repeatedly demonstrating your own processes in class, and perhaps giving them time to practice similar processes.