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by Win Wenger, Ph.D.
...and then
Windtunnel or
Freenote, or otherwise rapid-flow express and record
freely whatever comes to mind in response.
Teachers5 minutes invested thus, having students buzz such questions with each
other in pairs at end of your class, will more than double your students'
long-term retention of what you've taught them, and profoundly improve their
understanding thereof.
If there is value to what you've taught them, then this
seems a worthwhile investment: "Students, please turn to the person next to you
and in the next couple of minutes, see how best between you that you can answer
this question...."
If you listen to those buzzings, you will discover more
clearly than any tests or drillwork could show you, how and what you've gotten
across, and how best TO get across what you've been trying to teach.
Teachersif you have conventional classroom setup, for the sake of the
classrooms next door, have your buzzing students huddle close together so their
conversing-to-answer will be a mild buzz-murmur instead of a cocktail-party
roar.
Students or teachersa rotation among those four questions is probably
best, from occasion to occasion, instead of repeatedly using the one of them
every time.
What simpler way to more than double the value of every lesson and every unit of
learning-with-understanding? "Are you sure you can handle this now?" What does
it cost you to try this out once and see what happens?
![]() The results are in! See the summary scores from spring 2009 in a school which started teaching with our modern Socratic Method. All the faculty there since have reportedly begun using our modern Socratic Method ... with dazzling improvements in proficiency among the students.
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