12.2 Grill the Guest: Difference between revisions

Latest revision as of 20:32, 21 February 2024

Students' scientific critical thinking skills are put to the test by evaluating a recent scientific study by a faculty member and "grilling" them on whether each of the concepts in this course has been carefully considered.

The Lesson in Context

This is the first of several lessons involving guests. We typically invite a social scientist to share a recent published study of theirs, to be read by students ahead of time and discussed in groups during section. Questions and comments generated during the section will then be collected, a few of which will be posed to the guest during the live plenary. Students are encouraged to base their questions on particular course concepts introduced thus far.

We have a different guest and paper every year. So, the substance of this lesson can change quite substantially. Much of what's written here is an example based on what was used in UC Berkeley's Spring 2023 iteration of the course.

Takeaways

After this lesson, students should

Be able to critically examine a piece of contemporary research and pose meaningful questions to gauge the validity and limitations of its results.
Be able to flexibly invoke and synthesize course concepts in a real world dialogue on science and society.

The definitions for this lesson very depending on your paper and guest. These examples were used at UC Berkeley in Spring 2023.

Disfluency

Pauses that disrupt normal speaking patterns.

Filled Pauses

When the pause is filled with an utterance like "uh" or "um."

Unfilled Pauses

When no utterance fills the pause. Note that unfilled pauses are not always disfluencies.

Referent

The object that a given set of sounds refers to.

Novel

An object or word that has not ever been encountered before.

Discourse-new

An object or word that has not previously come up in a given discourse. These may or may not be novel.

Principle of Contrast

The idea that novel objects will be attached to novel words.

Determiners

Words that identify or distinguish a referent without describing or modifying it. For example, the word "the."

Lexical Category

Type of word.

Prosody

The patterns of stress and intonation in someone's speech.

Online Word Recognition

Word recognition that's happening live (in the moment) as opposed to figuring out words afterwards.

Eye-tracking Studies

A class of studies that measure where people look or how their gaze shifts. These are common throughout psychology, psycholinguistics, and cognitive science research as a proxy for people's behavior, attention, and cognition.

Additional Content

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-{{Navbox}}
+{{Cover|12.2 Grill the Guest}}
-== Useful Links ==
+Students' scientific critical thinking skills are put to the test by evaluating a recent scientific study by a faculty member and "grilling" them on whether each of the concepts in this course has been carefully considered.
-* [https://docs.google.com/presentation/d/1DWqG55H1KEPBvvsEzJXNPt-ld4QGTgMD0bjzq5Fq_Os/edit?usp=sharing Lesson Slides]
+== The Lesson in Context ==
-== Learning Goals ==
+<!-- Always begin section with a description of this lesson in relation to the course as a whole. -->
+This is the first of several lessons involving guests. We typically invite a social scientist to share a recent published study of theirs, to be read by students ahead of time and discussed in groups during section. Questions and comments generated during the section will then be collected, a few of which will be posed to the guest during the live plenary. Students are encouraged to base their questions on particular course concepts introduced thus far.
+{{BoxWarning|We have a different guest and paper every year. So, the substance of this lesson can change quite substantially. Much of what's written here is an example based on what was used in UC Berkeley's Spring 2023 iteration of the course.}}
+== Takeaways ==
+<tabber>
+|-|Learning Goals=
 After this lesson, students should
+<!-- Learning goals are written as a numbered list. -->
 # Be able to critically examine a piece of contemporary research and pose meaningful questions to gauge the validity and limitations of its results.
 # Be able to flexibly invoke and synthesize course concepts in a real world dialogue on science and society.
-== Context ==
+|-|Definitions=
-This is the first of several lessons involving guests. We typically invite a social scientist to share a recent published study of theirs, to be read by students ahead of time and discussed in groups during section. Questions and comments generated during the section will then be collected, a few of which will be posed to the guest during the live plenary. Students are encouraged to base their questions on particular course concepts introduced thus far.
-{{Caution|Blind analysis is a common and easy topic to criticise on, however the students should be reminded that it is not yet widespread in many fields of science, and perfectly valid scientific results can still be obtained without it.}}
-== Recommended Outline ==
-=== Before Class ===
-* Invite a guest speaker at least one month in advance, consulting the whole teaching staff for ideas.
-* Send the article by the guest to students several days in advance and remind them to read it before the discussion section. A briefly annotated version should be made to make it easier for students to skim it and pick out the important information.
-* Prepare a seating chart.
-* Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have.
-* (Optional) Prepare a presentation.
-=== During Class ===
-* (5 min) Come up with some fun way to assign the roles of spokesperson and notetaker (e.g. earliest birthday in the year, lives furthest from campus). Remind them of the responsibilities of these roles.
-* ([#] min) [Description of some module from [[#Lesson Content]]]
-* (5 min) Collect questions for plenary.
-=== After Class ===
-* Pose any remaining questions to the guest in writing and send a thank you email.
-* Collect answers from notetakers for the forum / plenary.
-== Lesson Content ==
-=== Clicker Question ===
-# Question {{Answer|Correct answer.|small=right}}
-## First option
-## Second option
-## Third option
-## Fourth option
-=== Activity 1: Name ===
-[Brief description of and motivation for the activity]
-{{Caution|Common misconceptions and any useful tricks, tips, guidelines, or other background}}
-==== Instructions ====
-==== Discussion Questions ====
+<!-- Definitions must be written with the Definition and Subdefinition templates. The first Definition should have the "first=yes" flag at the end. -->
+{{BoxWarning|The definitions for this lesson very depending on your paper and guest. These examples were used at UC Berkeley in Spring 2023.}}
+{{Definition|Disfluency|Pauses that disrupt normal speaking patterns.}}
+{{Subdefinition|Filled Pauses|When the pause is filled with an utterance like "uh" or "um."}}
+{{Subdefinition|Unfilled Pauses|When no utterance fills the pause. Note that unfilled pauses are not always disfluencies.}}
+{{Definition|Referent|The object that a given set of sounds refers to.}}
+{{Definition|Novel|An object or word that has not ever been encountered before.}}
+{{Definition|Discourse-new|An object or word that has not previously come up in a given discourse. These may or may not be novel.}}
+{{Definition|Principle of Contrast|The idea that novel objects will be attached to novel words.}}
+{{Definition|Determiners|Words that identify or distinguish a referent without describing or modifying it. For example, the word "the."}}
+{{Definition|Lexical Category|Type of word.}}
+{{Definition|Prosody|The patterns of stress and intonation in someone's speech.}}
+{{Definition|Online Word Recognition|Word recognition that's happening live (in the moment) as opposed to figuring out words afterwards.}}
+{{Definition|Eye-tracking Studies|A class of studies that measure where people look or how their gaze shifts. These are common throughout psychology, psycholinguistics, and cognitive science research as a proxy for people's behavior, attention, and cognition.}}
+<br />
-# Question 1
+</tabber>
-## Subquestion a {{Caution|Possible misconception that may need to be corrected and clarified.|small=right}}
-##: {{Answer|Intended answer to the above question.}}
-## Subquestion b
+{{#restricted:{{Private:12.2 Grill the Guest}}}}
+{{NavCard|chapter=Lesson plans|text=All lesson plans|prev=12.1 Wisdom of Crowds and Herd Thinking|next=13.1 Denver Bullet Study}}
 [[Category:Lesson plans]]