If you use the Socratic method, you need to check if the students obtained their meta cognitive ability. Learning to learn is the ability to pursue and persist in learning.

Check my article

https://www.macrothink.org/journal/index.php/jse/article/view/20342

البحث والتقصي والاستنتاج

In response to your question; I have created a tool to evaluate a Socratic questioning, you can use it for oral discussion as well as written evaluation for Socratic questioning. You can further modify this tool, if you feel so.

Good Luck

lis garantia proceso de aprendizaje más didácticas que permite que estudiante desarrollos competencias, comunicar , colaborar y resulucipn de proble

eali nas dicas maestros

Basically, the Socratic method is through the act and art of questioning to draw the cognitive and linguistic ability of learners. Thus, this method requires linguistic intelligence. Meaning, the effectivity relies on the nature of learners, topics, and the level of difficulty of questions. see the attached doc as the simplest sample.

Yes, dear Eftychia Aslanidou... Socrates was the first to use this method (the Socratic method), as he did not give his students ready answers, and his goal was not to give knowledge to students, but rather to arouse their love of knowledge. And give them experience in ways of thinking that guide them to reveal the facts themselves and reach the correct knowledge.

1) viver según visión propia

2) conoce tus limitaciones

3) expande tus horizonte

4) lo que tenga es suficiente

5) definir lo que se quer

This approach is pragmatic approach in which students are directly involved. The students play active role in this method.

I think that when assessing the effectiveness of Socratic questioning in teaching, it is important to consider two primary methods of evaluation: qualitative analysis and quantitative analysis. Qualitative analysis can be used to evaluate the effectiveness of Socratic questioning by looking at the quality of conversations that took place during the process. Observing and documenting the conversations, as well as interviews and focus groups with both students and teachers, can provide insight into the quality of the questioning and the success of the teaching. Quantitative analysis can be used to assess the effectiveness of Socratic questioning by looking at the measurable outcomes of the process. Examples of quantitative data that can be collected include student assessments, surveys, and tests. This information can then be used to calculate the success rate of the Socratic questioning process.

Overall, both qualitative and quantitative analysis can be used to evaluate the effectiveness of Socratic questioning in teaching. It is important to consider both methods in order to draw meaningful conclusions about the success of the process.