Socratic Method of Teaching:

An Overview

Carla Mae O. Caparas

The Socratic Method of Teaching was developed the by Greek mathematician and philosopher, Socrates. This method is also referred to as the maieutic method, intellectual midwifery, and elenchus. Socrates uses intellectual midwifery as a metaphor for this method because for him, as a teacher, you are facilitating the process of giving birth to a knowledge/idea which will come from the learners’ prerequisite knowledge. Teachers will ask directed questions to learners about the basics until such time that the learners will think hard enough and won’t be able to answer, which will then lead to the introduction of the new idea. In order to use the Socratic method effectively, the teacher or the facilitator of learning must have; first, good questioning skills. He/she will be asking questions with a purpose and goal. Therefore, the questions being asked must direct the students to learn and not just random questions. It is important that the questions should be arranged with respect to complexity and not just done randomly. Second, the teacher must have strong knowledge of the content he/she is discussing. You can’t give, what you don’t have they say. Learners won’t be guided in learning content, if the teacher doesn’t have a strong foundation for learning the lesson, he/she is teaching. Given these, facilitation of the Socratic Method will be easier. Take in mind that this method is never intended to show superiority over the learners but instead, it is developed for educating and spreading awareness through facts. It makes our classroom discussion more collaborative!

Peer reviewed by:

Eulogio Trinidad

Application Of Right Triangles: Reinforcing Mathematics Teaching Through Applying Collaborative Inquiry-Based Approach

Eulogio B. Trinidad

The aims of the above research lesson were to [1] contextualize mathematics instruction in terms of learners’ understanding and situation and [2] create a lesson that is less abstract and promotes mathematical thinking through inquiry-based learning. Three sections were selected for this study, all belonged to what can be considered an “average”. Two lessons were prepared. First, the experimental group, where Lesson 1 is taught. In group 1, we integrated an inquiry-based approach in mathematics instruction through a very short lesson on the Law of Reflection where a mirror was used to connect the vertices of the two-imaginary right triangles. The students (grouped in three to five) were presented with a bundle of question-scenario-task. The task (measuring the height of a tall building) was gradually worked through by either comparing various measurable distance-height set-ups. At this stage, the students already learned the concepts of proportionality, triangle similarities, and the definition of tangent ratio Hence, the learners are competent to solve the edifice’s height. The Second group (control) used the conventional approach (Lesson 2) The output of the study was .teachers’ observation notes and Post-Session interviews.

These revealed that the majority of the students (those who utilized lesson 1) shows significant improvement in terms of the following: (1) the length of time before a viable solution was discovered; (2) the percentage of learners who actively cooperate with the group to find the answer/solution to the problem and (3) the proportion of those who said they learn something new and/or appreciated the lesson as compared with those who use lesson 2. The researchers surmised that using this method in teaching mathematics has the potential of contextualizing the abstract subject more tangibly with their everyday experiences, in fact, they are performing the problem-solving task while enjoying and yet willingly learning. Much work is required to perfect the lesson of this research study but it has already shown its budding value in our never-ending quest to attain quality teaching, one only has to discover and harness the learners’ positive attitude change toward learning and convert it toward the true acquisition of knowledge and skills, something like this simple activity has caused and modeled for future use.

Peer Review:

Carla Mae O. Caparas

Julita S. Santiago. Ph.D.

“INSIGHTS on Professional Development”

Julita S. Santiago, Ph. D.

Education is the way to reach self-fulfillment for everyone regardless of profession. Among the many criteria by which the status of professionals can be evaluated by PRC is the acquisition of CPD units. As a department head, | always wanted to be given an opportunity to reflect on my accomplishments and this happened on November 14-17, 2022 when the first CPD program was given accreditation by PRC where | was also assigned as one of the resource speakers.

The five-day experience gave me an insight into my role as an educator because of the following reasons: | was comfortable being an organizer; | always chose to become one of the facilitators; | wouldn’t mind if | was assigned in the technical aspect of the training or program; and lastly, | like to supervise or monitor the flow and happy to report the outcome of the activity. Going out of my comfort zone challenged me on the following aspect: in-depth discussion of the assigned topic, searching for baseline data that would engage the audience to participate, creativity in order to invite cooperation of everyone, and strategies that will encourage the sharing of knowledge, skills, and experience.

I started the discussion by asking the participants to reflect on their personal and professional experiences as a student, a teacher, or as a member of an organization like a family, circle of friends, or community. The participants unselfishly shared situations or events and were noted one by one to relate to three important terms in the field of education, testing, evaluation, and assessment. This signals the updates and started brainstorming especially when they were asked to bring together the ideas of testing, evaluation, and assessment to meet the educational goals.

During the day, week, or quarter, the participants mentioned a lesson plan with different parts where the teaching and learning process takes place. Recitations, quizzes, assignments, summative tests, and periodical tests were also noted. These activities recognize the learners’ strengths and weaknesses and their outcomes prompt the teacher to reflect on his teaching strategies and styles. The learning outcome includes a clear statement of what the learner should know (cognitive), appreciates (affective), and how he will do it (psychomotor). The learning outcomes tell how much learning is demonstrated and provide information on which direction it is going. The learning outcomes form the basis of assessing the knowledge and skills of the learners to find out the support needed.

On September 5, 2022, the Department of Education Regional Office released the Regional Memorandum No. 502, s. 2022 entitled Guidelines

of the Conduct of the 2022 Regional Diagnostic Assessment in All Learning areas from Grades 1-10 and Core Learning Areas in Grades 11-12. The test results will be the basis of the intervention/remediation plan for identified learning gaps in different learning areas. The developed intervention/ remediation plan of Grade 7 to Grade 10 mathematics teachers was presented to everyone during the CPD training for goal setting, implementing teaching strategies, and instructional materials preparation. The knowledge and skills of each teacher in every grade level were acknowledged, and their suggestions and advice are taken to develop an enhanced intervention/remediation plan.

The experience of sharing knowledge as a resource person to competent teachers following the PRC guidelines ON the conduct of acquiring CPD taught me to ponder on the thought of “learning is a continuous and lifelong process”. This is true because it tests things that we think we can't do but it turns out that we can do it as long as we have patience and a love of work. Above all, if someone believes in your ability even though there are struggles to go through, all challenges can be overcame with determination and for the purpose of doing it for the development and good of everyone.

Peer Review:

Eulogio B. Trinidad