In the context of Socratic instruction, student misconceptions are identified and addressed through a process of questioning and listening. A number of strategies have been employed to understand what students are thinking prior, or in response, to instruction. These strategies include various forms of "real type" feedback, which can involve the use of colored cards or electronic survey systems (clickers). Another approach is typified by the strategy known as just-in-time teaching. Here students are asked various questions prior to class, the instructor uses these responses to adapt his or her teaching to the students' prior knowledge and misconceptions.