It’s time to adopt a learner-centred approach, says Barry Johnson
Socrates did not teach – he helped people to learn. How modern is that, to put the learner at the centre? In a learning event where the leaders are at the heart, what the cohort understands and can do is extended, reinforced and redirected. They then learn even more from the dialogue with others and contemplation that follows the Socratic interactions that are at the foundation that leads to social learning.
Let’s take a step back. The Socratic method is more than 2,400 years old and was first reported by Plato and Xenophon. It is founded on Socrates’ belief that the lecture or presentation was not an effective method of helping learning. The approach also has the distinction of being the foundation of the ‘scientific method’.
The Socratic method of learning is a learner-centred approach that tasks learners to develop their critical thinking skills and engage in analytic discussion. The Socratic method can be used at any grade level and in all subject areas, and lessons can be adapted to fit a social environment.
The method uses knowledge and understanding already present within a group of learners. I first experienced it when learning to be a technical instructor in 1957-58.
The goal of the Socratic method is to help learners process information and engage in a deeper perception of topics. Most importantly, Socratic facilitation engages learners in dialogue and discussion that is collaborative and open-minded as opposed to focusing on debate, which is often competitive and individualised. The learning then forms logically and is integrated into the learner’s previous understanding. Learning facilitators engage learners by asking questions that prompt further analysis and consideration, and each learner builds on their previous understanding. It also develops a foundation for reflection and interactive social learning after the off-the-job learning event, therefore contributing to the 70:20:10 model of learning.
The Socratic approach is based on ‘ask’ and requires a broader base of skills than formal instruction based on ‘tell’. The aim is the learners do the work and the facilitator rarely tells. A basic overview of the behavioural skills needed by the facilitator is: seeking information, seeking ideas, seeking clarification, building, proposing and suggesting, seeking clarification, clarifying, supporting and difficulty-stating.
Remember to help people learn you are not a “sage on a stage”, but you are the “guide on the side” (the source of this quote is unknown).
Barry Johnson is a non-executive director at Learning Partners