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This document outlines the structure and content of a debate textbook. It is divided into 15 units, each focusing on a debate skill and topic. Each unit is designed to be covered over 2 weeks or 1 month. In the first week, students learn a new debate skill through a lecture and activities. They also have a topic lecture and complete reading assignments to familiarize themselves with the issue. Their homework is to write arguments on both sides of the topic. In the second week, 6 students debate while the rest of the class flows the debate. Students may debate the topic twice to improve. The goal is to help students build skills in argument structure, research, refutation, and other areas to prepare them for competitive debate.
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Week 1 lesson 3
1. The document provides instructions for preparing for an upcoming seminar, including reading assigned materials beforehand and thinking critically about different arguments, opinions, and supporting evidence.
2. Students should consider all perspectives on the seminar topics, including both supporting and opposing views, and evaluate the evidence rather than form opinions first and then search for evidence.
3. The document assigns students to groups and allocates each group one of three seminar discussion topics on foreign language requirements, the importance of university education, and the relative importance of STEM vs. humanities subjects.
Week 1 Lesson 3
1. The document provides instructions for preparing for an upcoming seminar on Friday.
2. Students should read any assigned readings beforehand and think about their opinions on the topics, making sure their opinions are supported by evidence from the readings.
3. When preparing, students should consider all arguments for and against each topic as well as balancing perspectives, and evaluate all evidence rather than forming opinions first and trying to find supporting evidence later.
Week 6
Part 1 requires the student to describe their process for finding and selecting reading materials with examples, and explain why they chose a specific reading for Part 2. Part 2 asks the student to summarize two short articles, one is required and the other can be chosen from three options. The assignment is designed to show the student has met the learning objectives of finding and evaluating information, and presenting writing in an academic style. It provides guidance on writing style, using sources as examples, and reviewing previous work and grading criteria. The document encourages the student to review past work, read the required article, and choose the second article before beginning the assignment
Week 1 tuesday
This document outlines the aims, assessments, and expectations for a skills module. The module aims to develop personal, academic, and professional skills through workshops, online activities, and reflective assignments. Students will complete a reflective online blog worth 75% of the grade, and a two-part portfolio worth 25% of the grade. They are also asked to set SMART goals and complete induction activities on the learning platform to get started with the module.
Assignment N°2-Educational software. Authoring tools
This document outlines a 3 lesson unit plan for teaching English vocabulary and grammar related to sports. Lesson 1 introduces sports vocabulary with a crossword and discusses equipment. Lesson 2 focuses on describing sports rules and practicing modal verbs. Lesson 3 elicits information about favorite sports and teams through discussion. It includes activities having students read about and discuss exciting sports moments and write descriptions of sports. The unit aims to develop students' communicative abilities to talk about sports.
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Final presentation requirements.
This document outlines the requirements for a final academic writing assignment, including:
1) A paper format with sections like an index, abstract, chapters 1-5, conclusion and bibliography following APA style.
2) The introduction and conclusion sections should each be 1 page and reference the research objectives and question.
3) Groups will do a 20 minute presentation on their paper in a digital format like Prezi or PowerPoint.
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Week 1 lesson 3
1. The document provides instructions for preparing for an upcoming seminar, including reading assigned materials beforehand and thinking critically about different arguments, opinions, and supporting evidence.
2. Students should consider all perspectives on the seminar topics, including both supporting and opposing views, and evaluate the evidence rather than form opinions first and then search for evidence.
3. The document assigns students to groups and allocates each group one of three seminar discussion topics on foreign language requirements, the importance of university education, and the relative importance of STEM vs. humanities subjects.
Week 1 Lesson 3
1. The document provides instructions for preparing for an upcoming seminar on Friday.
2. Students should read any assigned readings beforehand and think about their opinions on the topics, making sure their opinions are supported by evidence from the readings.
3. When preparing, students should consider all arguments for and against each topic as well as balancing perspectives, and evaluate all evidence rather than forming opinions first and trying to find supporting evidence later.
Week 6
Part 1 requires the student to describe their process for finding and selecting reading materials with examples, and explain why they chose a specific reading for Part 2. Part 2 asks the student to summarize two short articles, one is required and the other can be chosen from three options. The assignment is designed to show the student has met the learning objectives of finding and evaluating information, and presenting writing in an academic style. It provides guidance on writing style, using sources as examples, and reviewing previous work and grading criteria. The document encourages the student to review past work, read the required article, and choose the second article before beginning the assignment
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This document outlines a 3 lesson unit plan for teaching English vocabulary and grammar related to sports. Lesson 1 introduces sports vocabulary with a crossword and discusses equipment. Lesson 2 focuses on describing sports rules and practicing modal verbs. Lesson 3 elicits information about favorite sports and teams through discussion. It includes activities having students read about and discuss exciting sports moments and write descriptions of sports. The unit aims to develop students' communicative abilities to talk about sports.
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This document outlines the agenda for Seminar #2 of the LCRT 6910 & 6911 course. It includes instructions for students to log into the course Canvas site and review discussions on coaching and contexts. The agenda covers discussing literacy goals and classroom observations, an overview of lesson reports and choice book groups, and selecting a peer coaching partner. Students are asked to submit literacy goals, classroom context narratives, and peer coaching preferences before leaving.
Final presentation requirements.
This document outlines the requirements for a final academic writing assignment, including:
1) A paper format with sections like an index, abstract, chapters 1-5, conclusion and bibliography following APA style.
2) The introduction and conclusion sections should each be 1 page and reference the research objectives and question.
3) Groups will do a 20 minute presentation on their paper in a digital format like Prezi or PowerPoint.
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The document provides tips for academic success including setting goals, choosing courses, using resources, meeting instructors, active learning, time management, reading skills, note-taking, involvement in extracurricular activities, specific note-taking skills like using a separate notebook for each class, sitting at the front, pre-reading, identifying main points, reasons to take notes, identifying important content, study skills like using flashcards and study groups, creating study guides, quizzing oneself, getting enough sleep, and test-taking skills like arriving early, confidence, following directions, planning time, and reviewing answers.
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EAPP Quarter2 - Module1_ Defending a Stand.pdf
This document provides guidelines for effectively defending a position in writing. It discusses identifying an arguable issue, taking a clear stance, and supporting arguments with credible evidence from research. Types of supporting evidence include factual knowledge, statistical data, informed opinions, and testimony. The document also emphasizes understanding the intended audience by considering their beliefs and interests to effectively convince them. Overall, the key aspects covered are selecting an issue to take a stance on, organizing arguments and counterarguments, conducting research to support claims, and tailoring the argument to the audience.
EAPP Q 1 – Module 4 Writing the Reaction Paper Review Critique.pdf
This review provides a summary of the movie "Miracle in Cell No. 7" and evaluates whether it has the characteristics of a good reaction paper. It begins with a brief overview of the movie's plot about a mentally handicapped man wrongly accused of murder. The review then comments on the movie's tonal inconsistencies between comedy and melodrama. It highlights several main characters and their roles in attempting to prove the man's innocence years later. In conclusion, the review provides essential information about the movie while expressing the writer's thoughts, making it demonstrate key aspects of a strong reaction paper.
Week 1 Lesson 1
The document discusses different types of teaching and learning situations at the University of Aberdeen. It describes seminars as taking place in small groups where the emphasis is on discussion, sharing ideas, and evaluating concepts. Lectures are defined as occurring in large groups where students mainly listen to an explanation of ideas. Tutorials involve one-on-one meetings between a lecturer and student to provide feedback and clarify understanding. The document also addresses common concerns students have about participating in discussions and provides tips for overcoming them. It emphasizes the importance of asking questions in seminars to further understanding.
Trainers training
Trainers trainingG B Pant University of Agriculture & Technology, Pantnagar, (U S Nagar), Uttarakhand, India
The document provides an agenda for a 3-day training of trainers course, outlining objectives, sessions, and activities to teach participants about training design, delivery, and improvement. Key topics include learning styles, training needs assessment, learning theories, training methods, handling difficult participants, and demonstrations. The goal is for participants to learn how to design and deliver effective training courses and develop action plans to strengthen their skills as trainers.Assessment assignment testing
This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
Using discussion forums to enhance critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
2professionaldevelopmentplanpllpactionplan21stclassroom-180407140510.pdf
The teacher believes that each student has unique abilities and should feel like they belong in the classroom community. Classroom rules will be respect-based and clearly communicated to students and parents. Desks will be arranged in tables of 4 to facilitate group work, with areas for a mini library and computer lab. The classroom will have inspirational quotes, an interactive bulletin board, and plants to create a relaxing environment conducive to learning. Misbehavior will be addressed through respectful communication with students and parents. The overall goal is a safe space where students feel comfortable focusing on learning.
2 professional development_plan, pllp, action plan, 21st classroom
The teacher believes that each student has unique abilities and should feel like they belong in the classroom community. Classroom rules will be respect-based and clearly communicated to students and parents. Desks will be arranged in tables of 4 to facilitate group work, with areas for a mini library and computer lab. The classroom will have inspirational quotes, an interactive bulletin board, and plants to create a relaxing environment conducive to learning. Misbehavior will be addressed through respectful communication with students and parents. The overall goal is a safe space where students feel comfortable focusing on learning.
Inquiries, investigation and immersion
This lesson plan aims to teach learners to identify different types of claims through group presentations and discussions. The plan includes objectives, content standards, procedures, learning resources and an assessment. Learners will engage in a warm-up activity to introduce the lesson, then present in groups to demonstrate their understanding of claims of value and policy. The teacher will analyze the presentations with the class and reinforce the key concepts. Learners will complete an individual activity to practice identifying claim types and receive feedback.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docx
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Self access learning oientation
This document outlines the objectives, schedule, materials, and assessment for an English skills self-study course. The objectives are for students to become independent learners by setting goals, choosing materials, reflecting on learning, and evaluating progress. Students' language proficiency and use of online programs are evaluated through quizzes, learning records, and program participation over 12 weeks. The schedule details weekly in-class introductions and orientations to programs followed by outside class self-study assignments.
Self access learning oientation
This document outlines the objectives, schedule, materials, and evaluation for an English skills and strategies course. The objectives are to train students to be independent learners by setting learning goals, choosing materials, reflecting on learning, and evaluating progress. Students' learning responsibility and quiz scores will be evaluated. The tentative schedule lists weekly in-class and self-study activities focusing on different online programs over 12 weeks. A list of materials and sample learning records are also provided.
This assignment has 3 parts What competencies were you able t.docx
This assignment has 3 parts:
What competencies were you able to develop in researching and writing the Comprehensive Project due in Unit 5? How did you leverage feedback from your peers in the Discussion Board for Units 1- 4 in completing the Project? How will these competencies and knowledge support your career advancement in management?
An important skill to possess for risk management is the ability to recognize your own biases. How do you believe this knowledge will assist you in the risk management process?
When a risk event occurs in a project what steps do you believe should be taken to address the risk? Provide an example.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Discussion Board Reminders:
Must have 3 posts: A main post and two replies to peers.
First post
: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.
Second and third post
: Must be posted on a different day from the first post.
Connect to content
: At least 1 post must refer to course learning materials. See the
Academic Resource on Discussion Boards
for help with connecting to the content.
Engaging in class discussions
: For more information on making the most of your class dialog, review the
Academic Resource on Discussion Boards
.
Assignment CriteriaProficient DescriptorPoints
Quality of Main Post
16 Points
Total
Student’s main post meets or exceeds the following requirements:
Responds
completely
to all of parts of discussion question (4 points)
Communicates content information
accurately
and/or
logically
(4 points)
Delivers a
thoughtful
response demonstrating insights and reflections (4 points)
Connects to both key
content concepts
and
personal experiences
(4 points)
/16 pts.
Response to Peers
16 Points
Total
Responds to a minimum of
2 peers
(8 points per response)
Substantive
response (4 points)
Furthers
the conversation with peers. Examples could include (4 points):
Provides additional resources
Connects to key concepts
Shares personal or professional experiences
Contributes new information or perspective
Presents a competing viewpoint
/16 pts.
Support from Learning Resources
4 Points
Total
At least
one
post
refers to
course learning resources./4 pts.
Professional Writing
4 points
Response is
well-organized, clear,
and
free of grammatical and mechanical
errors.
Posts demonstrate courtesy and
respect
for others.
/4 pts.
Total40 points possible
/40 pts.
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25.01.21 Defining and opening your research
This document provides information and guidance for students completing a dissertation or practice as research project. It outlines the assessment requirements, including an 8,000 word dissertation or a 20 minute presentation plus 8 minute performative output. Key deadlines are provided, as well as a schedule of lectures to support students. Guidance is given on developing research topics, including identifying an area of interest, refining the topic, selecting a specific subtopic, developing research questions, and stating the aims and objectives. Steps for locating relevant research are outlined, including searching the library catalogue and evaluating sources.
Professor Samy Azer Your Role As A Problem-Based Facilitator: 12 Keys For Suc...
This presentation is based on my paper titled:
AZER SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach. 2005 Dec;27(8):676-681.
The paper has been translated into more than 13 languages is widely used in medical, dental, nursing and allied health schools worldwide.
Lesson 7 Protest Groups
This document outlines lessons on researching and analyzing protest groups. The aims are to understand how protest groups work and develop research and analysis skills. Students will research four protest groups - Greenpeace, CND, Countryside Alliance, and Amnesty International - using an online research grid to organize information on each group's aims, key dates, tactics, size, and successes. In a reflection, students will consider what worked well, what did not, and how they could improve. The next lesson involves critically presenting on one group and receiving peer feedback.
Seminar
The document defines a seminar as a small group academic discussion focused on a particular topic where all participants actively engage. It provides details on the purposes of seminars, how they should be presented, what they should include, and their advantages and disadvantages. Specifically, the key elements of a good seminar presentation are an abstract, introduction, methodology, results and discussion, and conclusion sections. The document also provides tips for conducting an effective seminar, such as being concise, knowing the audience, and welcoming questions.
Similar to Textbook Table of Contents (20)
Using discussion forums to engage students in critical thinking
Using discussion forums to engage students in critical thinking
EAPP Q 1 – Module 4 Writing the Reaction Paper Review Critique.pdf
EAPP Q 1 – Module 4 Writing the Reaction Paper Review Critique.pdf
Using discussion forums to enhance critical thinking
Using discussion forums to enhance critical thinking
2professionaldevelopmentplanpllpactionplan21stclassroom-180407140510.pdf
2professionaldevelopmentplanpllpactionplan21stclassroom-180407140510.pdf
2 professional development_plan, pllp, action plan, 21st classroom
2 professional development_plan, pllp, action plan, 21st classroom
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docx
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docx
This assignment has 3 parts What competencies were you able t.docx
This assignment has 3 parts What competencies were you able t.docx
Professor Samy Azer Your Role As A Problem-Based Facilitator: 12 Keys For Suc...
Professor Samy Azer Your Role As A Problem-Based Facilitator: 12 Keys For Suc...
Textbook Table of Contents
- 1. TABLE OF CONTENTS Introduction How to use CHAPTERS Unit 1: What is debate? 1.1Skill: Introduction to formal debate 1.2 Topic: Education 1.3 Debate preparation 1.4 Review Unit 2: How to argue 2.1 Skill: Argument structure 2.2 Topic: Environment 2.3 Debate preparation 2.4 Review Unit 3: Speaker roles 3.1 Skill: Public Forum Debate 3.2 Topic: Family and gender equality 3.3 Debate preparation 3.4 Review Unit 4: Defend and Attack arguments 4.1 Skill: Refutation and Rebuttal 4.2 Topic: Entertainment and Sports 4.3 Debate preparation 4.4 Review Unit 5: Why does it matter? (Impacts) 5.1 Skill: Impacting arguments 5.2 Topic: Technology and science 5.3 Debate preparation 5.4 Review Unit 6: Evidence and research 6.1 Skill: Research methods 6.2 Topic: Human Rights 6.3 Debate preparation 6.4 Review Unit 7: Note taking and teamwork 7.1 Skill: Flowing to win 7.2 Topic: Economy 7.3 Debate preparation 7.4 Review Unit 8: Interrogation! Question and Answer 8.1 Skill: Strategic questioning
- 2. 8.2 Topic: University 8.3 Debate preparation 8.4 Review Unit 9: Compare and contrast: Summary Speech 9.1 Skill: Weighing mechanisms 9.2 Topic: Elections 9.3 Debate preparation 9.4 Review Unit 10: Winning point: Final focus speech and voters 10.1 Skill: Issue selection 10.2 Topic: Space 10.3 Debate preparation 10.4 Review Unit 11: Style and voice 11.1 Skill: Ethos, Pathos, Logos 11.2 Topic: Justice 11.3 Debate preparation 11.4 Review Unit 12: Critical thinking (how to evaluate an argument) 12.1 Skill: How to evaluate arguments 12.2 Topic: Korea 12.3 Debate preparation 12.4 Review Unit 13: Cause and effect 13.1 Skill: plans, advocacy and solvency 13.2 Topic: Agriculture 13.3 Debate preparation 13.4 Review Unit 14:Debate strategy 14.1 Skill: counter advocacy 14.2 Topic: Animal Rights 14.3 Debate preparation 14.4 Review Unit 15: Advanced Refutation and Rebuttal 15.1 Skill: Line by Line Refutation 15.2 Topic: Marketing and advertisement 15.3 Debate preparation 15.4 Review Glossary Example Resolutions Appendix How to use this book: Classroom Structure:
- 3. Each unit in your textbook is divided into two weeks or 1 month. The first and second week on a new unit you will have a skill lecture and a topic lecture. The third and forth week class will have two debates on the resolution presented in the unit. Skill Lessons: The first day of a unit you will be learning a new debate skill that will equip you with new tools to debate. In addition the teacher may provide you with in class skill building activities to reinforce what you have already learned. Topic Lecture: Prior to the topic lecture you should have been assigned the reading and response questions in the text book to familiarize yourself with the issue. In the topic lecture the teacher may use power points to deepen you knowledge about the topic on both sides of the issue. You are to take detailed notes during this lecture so you can have enough evidence for your debate arguments. Your Homework will then be to write pro and con AREI’s for the unit. Debate days: The second week of the unit, six students will be chosen to debate. It is important that you do all your AREI homework prior to coming into class so that you can be a strong member in the team. You may debate twice in one week depending on class size or to improve your score. All students on debate days must flow the debate. Flowing is a hard skill and the only way to get better is to practice. Often flowsheets will be collected and graded to track your progress. If you choose not to flow during the debate you will be sent to study hall. Homework: The first week of a new unit you can expect to be assigned the reading and response questions before the topic discussion. After topic discussion teachers typically assign 3pro and 3con AREI’s. Other Homework may include refutation and rebuttal of your own AREI’s, research related to the unit, current event news, flowing new reports, vocabulary, and special skill lesson assignment