The purpose of a Socratic circle is to have a collaborative dialog where participants can deepen their understanding by sharing different perspectives, rather than having a debate with a sole purpose of proving each other wrong. The dialog aims to expand ideas and gain new insights through open-minded listening and discussion, rather than coming to a single right conclusion. Ground rules emphasize respectful participation and referring to the text to support ideas.
Presentation I made at the Language Center of the Faculty of Arts from San Marcos University on the topic of Critical Reading. This workshop was given together with Yony Cardenas, who was in charge of the part of Critical Thinking.
This is part of the follow up ELT Upgrade workshop Series which was organized by RELO Andes with the Support of U.S. Embassy, U.S. Department of State.
Presentation I made at the Language Center of the Faculty of Arts from San Marcos University on the topic of Critical Reading. This workshop was given together with Yony Cardenas, who was in charge of the part of Critical Thinking.
This is part of the follow up ELT Upgrade workshop Series which was organized by RELO Andes with the Support of U.S. Embassy, U.S. Department of State.
An introduction of events leading the French Revolution of 1789, beginning with a discussion of the Old Regime and ending with the Women's March on Versailles
The centrality of argumentComments on Everyone’s An Author Ch.docxmehek4
The centrality of argument
Comments on Everyone’s An Author Chapters 17-18
Opening Remarks
An argument refers to any way that human beings express themselves to try to achieve a particular purpose – which, many would say, means any way that people express themselves at all
The world is immersed in argument
You will be a better reader and writing of your own arguments if you understand how they work
Arguments are both seductive and manipulative due to their persuasive nature
Opening Remarks Cont.
Common purpose of argument:
To explore
To understand
To find consensus
To make decisions
To convince or persuade
Arguments are embedded in particular contexts
What works in one won’t work in another
It’s essential to understand how arguments so you can make some effective arguments on your own
Pay close attention to your purpose, intended audience, and the rest of your rhetorical situation
Chapter 17
Analyzing & Constructing Arguments: Those You Read, Those You Write
Opening Remarks
Almost everything represents some kind of argument; therefore, you must understanding them – both those you come across and those you make
You need to understand the arguments that come from other people
Arguments always exist in a larger context, involving more than just one person or group
Arguments start as a response to another argument – statement, event, image, or anything else
Where’s the argument coming from
Look at the source – where is the argument coming from
By looking at the source, we can determine how it affects the argument and how willing we should be to accept what the argument says
As an author, think hard about where you’re coming from in the arguments you make
Consider your word choice (what you say and how you say it), included images, and text design
Consider your attitude and stance toward the subject
What’s the claim?
The easiest claims to identify are those that are stated in an explicit thesis statement
As an author, remember that a claim is more than a personal opinion
A claim must be arguable (worth arguing) by taking a position that is debatable; that others have a different opinion on
State arguable claims as a thesis statement that announces your topic and main points so your readers can follow your thought process
Qualify your thesis statement
Make your claims directly and get to the point quickly
Support your claim with evidence
What’s at stake?
Rhetoricians from ancient Rome have developed stasis theory as a way to identify the crux of an argument by asking 4 questions:
What are the facts?
How can the issue be defined?
How much does it matter, and why?
What actions should be taken as a result?
As an author, use these questions to identify the main point you want to make in an argument
These questions can also help decide the genre of argument you wish to make
Means of persuasion: emotional, ethical, and logical appeals
Emotional appeals (Pathos)
Stir feels and invoke values that the audience is assumed to hold
As a re ...
Teaching students how to engage in thoughtful class discussions, on topics ranging from politics to literature. Includes essential elements, not debating, having a leader, reflecting afterwards.
Hybrid Argument Final Paper Peer Review(HigherOrderConcLizbethQuinonez813
Hybrid Argument Final Paper: Peer Review
(Higher Order Concerns) Tier 1
Claim
Objective: Demonstrate an
understanding of claim types,
argumentation, and writing for a
specified audience
• Utilize at least two claim type:
Causal Proposal Evaluation
Ethical Definition Hybrid
• Claim is clear and arguable
• Argument matches the claim
• Claim is appropriate for
intended audience
Research Quality
Objective: Demonstrate an
understanding of library and database
researching, information literacy, and
detecting bias
• 8-10+ separate sources well-
integrated throughout the
paper
• At minimum, 2 peer
reviewed sources used
• Original research prioritized
over commentary
• Variety of source types
Development
Objective: Demonstrate the ability to
flesh out ideas and support them
with sources
• Examples and sources support the
claim
• Balance of quotes and paraphrases
• Strong source integration
• Strong introduction that
familiarizes audience with topic
• Strong conclusion that goes
beyond merely restating the
introduction; rather leaving the
audience with a new perspective
on the issue
(Mid-Level Concerns) Tier 2
Rhetoric Appeals
Objective: Demonstrate rhetorical
awareness in regard to audience
• Appropriate Tone is used
throughout
• Academic register is maintained
• Academic Perspective is
maintained no I, you, or we
past narrative portions or
hooks
• Reasonable attempt to utilize at
least 2 Rhetorical Appeals
(Logos, Ethos, Pathos, Kairos)
Organization
Objective: Demonstrate meaningful
and logical organization
• Clear supporting reasons for
claim
• Clear connection between
paragraphs
• Clear organization within
individual paragraphs
• PIE is clearly utilized in body
of paper
Citation
Objective: Demonstrate citation and
attribution skills
• In-text citations always
provided and every source is
attributed
• Correct info included for
citations
• Varied citation style
throughout integrating
attributive tags and in-text
citations
• Correct MLA formatting
throughout paper
(Lower Order Concerns) Tier 3
Works Cited
Objective: Demonstrate the ability to
produce a complete and correct works
cited page
• Correct heading
• Double Spacing Throughout
• Hanging indent
• Alphabetical order
• Correct info included
• Web URLs, permalinks, or DOIs
included but not hyperlinked
• Correct MLA formatting
(including capitalization and
italics)
Style
Objective: Demonstrate attention to
editing and proofreading
• Varied sentence
constructions
• Attention to word choice
• Avoidance of vague, tired, or
overgeneralized phrasing
• Conventions and Grammar
are consistent
• Spelling errors and typos are
minimal
• Correct Punctuation
throughout
Document Formatting
Objective: Demonstrate knowledge of
MLA style
• Header (Last Name #)
• Heading Matter
Student First/Last
Instructor: Sarah Cohen
ENGL 201
4 December 2020
• Title is centered and original
• TNR or similar, 12pt Font
• No extra or manipulate ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Purpose of Socratic Circle: Dialog, Not Debate
Debate Dialog
Purpose Prove other side Increase
wrong understanding
Attitude Cooperation Collaboration
Listening For flaws in argument For deeper meaning
Your mind Is closed Is open and flexible
The basic purpose of our circle discussions is to
• expand our ideas
• deepen our thinking
• gain new insights
• appreciate other perspectives.
It is not to come to a particular conclusion (the “right”
answer)
or necessarily to any conclusion at all.
2. Ground Rules
Make sure everyone is heard
Speak so all can hear
Listen closely
Invite and allow others to speak
Focus on participation, not on Mrs. Hayes
Talk to each other, not to Mrs. H
Speak without raising hands
No interrupting
You are responsible for the quality of the
discussion
Complete your preparation on time
Refer to the text to support your ideas
Ask for clarification or elaboration if you are confused
Respectfully consider all ideas
3. Partner Observations
Tally each time your partner:
Speaks in discussion
Looks at the person who is speaking
Refers to text (either when speaking or listening)
Asks a question
Responds to another speaker
Interrupts another speaker
Reflect after discussion:
• What was the most interesting thing your partner
contributed?
• What would you have liked to have said in the discussion?
4. Discussant Reflection
What was the best point made in the discussion?
What ideas did you agree with?
What ideas did you disagree with?
What questions were left unanswered?
What did you contribute to the discussion?
Who were the top three contributors?
What was your overall evaluation of the circle discussion?
5. How to build on others’ ideas
“I see what you’re saying. Would that also mean. . .?”
“Yes, that’s true, but it’s also true that. . .”
“Another example [reason, idea, explanation] is. . .”
“As ___ already mentioned. . .”
“I’d like to add to ___’s comment. . .
“___ made a good point that ____, but I’m also wondering. . .”
[but I interpreted that to mean.
. .]”
“This point reminds me of . . .”
“I don’t agree because. . .”
“That’s a good idea, but. . .”
6. Objectives for Circle Discussions
Identify and formulate higher level questions to
help me make connections and think more
critically.
Ask and respond to questions about the text that
raise more questions for this discussion.
Consider and respect other possible
perspectives on the same text.
7. Minnesota Language Arts
Standards
Reading Anchor Standards
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as
well as the relevance and sufficiency of the evidence.
Read and comprehend complex literary and informational texts independently and proficiently.
Speaking and Listening Anchor Standards
Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
8. Minnesota 8th Grade Standards
8th Grade Reading Standards
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
8th Grade Speaking and Listening Standards
Come to discussions prepared having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
Follow rules for collegial discussions.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments
with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views
in light of the evidence presented.