- Dec 2020
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community.chronicle.com community.chronicle.com
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I did give each group a few minutes at the beginning of the Zoom session to review the document.
So, this means that the expectation is students will read in advance, but then have time to REVIEW during the meeting.
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I shared the document with each group shortly before its discussion session, but only some of the class really engaged in the discussion.
This happens to me too
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- Nov 2020
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openfacultypatchbook.org openfacultypatchbook.org
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With every bit of esteem one has for their knowledge, there should also be a safe intellectual disinterest and humility for learning.
Again, I don't think we have any posts specifically on navigating and negotiating cultural differences and beliefs and actions based on those differences in the classroom. I would be interested in perhaps working with Nasreen, Mike, Laura, or Kathryn to prepare something like this.
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either being employed and feeding one’s family or
I have used the Spectrum activity, and Four Squares, but we don't have a Hub post on ways to foster dialogue and debate through sharing different opinions. This is something we should create.
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while teaching Critical Thinking
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on-the-spot debates become possible.
Faculty Learning Hub posts related to this idea: Ice Breakers in a Remote Learning Environments
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opening new avenues in the debate may dispel apparent contradictions that would otherwise crystalize an us-versus-them understanding of the issue.
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It’d be a tragedy if students left the class declaring, “them environmentalists just don’t get it!” or “them family-feeders just don’t get it!” Both are good and both may be possible.
Maybe, but we also have to consider individual differences for the tolerance or capacity for either having one's views challenged, or being willing to challenge others' views in public/classroom contexts. Also, there may be a difference between what we hear students say publicly and what they really feel.
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opening new avenues in the debate may dispel apparent contradictions that would otherwise crystalize an us-versus-them understanding of the issue.
This is a good point. Students bring beliefs and behaviours to the classroom that are informed by culture and values. New avenues of discussion promote both a validation of their beliefs but also an opportunity to inquire about them.
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This kind of caged-in either/or thinking does not further the conversation or allow the complexity of the situation to enter the debate
Agree. If the learning outcome/intended goals involve problem solving, critical thinking, or communication, it is generally better to promote higher order thinking that involves coming to an understanding of complexity.
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at all costs avoid simplified or polarized conclusions
Of course, it depends on the context of the course content--if there are correct and incorrect answers or processes or procedures, such conclusions are valid and desirable.
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Sometimes it can be beneficial to frame arguments or scenarios simply for students, so on-the-spot debates become possible.
Yes, I agree with this. An either/or proposition encourages students to consider their opinions and respond by taking a side. Such an activity can also ensure that students know that others in the classroom have similar and different opinions.
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