14.2 Wrap Up: Difference between revisions

Latest revision as of 20:32, 21 February 2024

An overview and conclusion of the course.

The Lesson in Context

The purpose of this lesson is to provide a wrap-up and review of the course. It gives the students a chance to synthesize different topics together and encourage them to try and apply them in the real world.

Earlier Lessons

1.1 Introduction and When Is Science Relevant

This lesson harkens back to the utopia discussion from the first lesson. We'll look at the posters students made in the beginning and explore them in more detail using all of the tools we've developed over the course of the semester.

Takeaways

After this lesson, students should

Be able to develop new decision making processes that draw on material from multiple lessons.
Be able to synthesize multiple topics together so as to creatively recognize and apply them in the real world.
Feel optimistic about your ability to respond to and solve the challenges we've identified in this course.

We don't need "desiderata" when we already have a decision-making process.

Students often confuse "desiderata," or goals of decision-making processes, with the processes designed to achieve those desiderata. For example, asked to come up with desiderata, they suggest "use a representative sample," which is a process which achieves the desiderata, "allow representatives of all relevant groups to have a voice," "ensure that our solution will work for everybody," or "avoid systematic bias."

Humans are flawed and there's nothing we can do about it. We should just give up.

After spending a whole semester presenting ways human thinking and decision making can go wrong, it's easy to feel pessimistic. That's not what we want! In recognizing these problems, we've enabled ourselves to find solutions, so we should be optimistic!

Additional Content

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-{{Navbox}}
+{{Cover|14.2 Wrap Up}}
-{{Todo|Fill out the learning goals and definitions.}}
+An overview and conclusion of the course.
-{{Todo|Add links in learning goals.}}
-{{Todo|Write the "context" for how this lesson connects with others.}}
-{{Todo|Edit previous lesson to see if there's any setup for this lesson that needs to be in the "During Class" or "After Class" section of the last.}}
-{{Todo|Fill out the lesson content.}}
-{{Todo|Fill out or delete anything with "[...]" remaining.}}
-== Useful Links ==
+== The Lesson in Context ==
-* [https://docs.google.com/presentation/d/1mR96BLPNdU6yZIYDg1gOCOo6FPFxZ-yqPbyV3YJHLos/edit?usp=sharing Lesson Slides]
-* [https://sensesensibilityscience.berkeley.edu/topic/27 Website Page]
-== Learning Goals ==
-After this lesson, students should
-# Be able to develop new decision making processes that draw on material from multiple lessons.
-# Be able to synthesize multiple topics together and recognize them in the real world.
-=== Common Misconceptions ===
-* ''Mistaken quote''
-*: Explanation.
-== Context ==
+<!-- Always begin section with a description of this lesson in relation to the course as a whole. -->
 The purpose of this lesson is to provide a wrap-up and review of the course. It gives the students a chance to synthesize different topics together and encourage them to try and apply them in the real world.
-=== Before ===
+<!-- Expandable section relating this lesson to other lessons. -->
+{{Expand|Relation to Other Lessons|
+'''Earlier Lessons'''
+{{ContextLesson|1.1 Introduction and When Is Science Relevant}}
+{{ContextRelation|This lesson harkens back to the utopia discussion from the first lesson. We'll look at the posters students made in the beginning and explore them in more detail using all of the tools we've developed over the course of the semester.}}
+}}
+== Takeaways ==
-: '''[[1.1 Introduction and When Is Science Relevant]]'''
+<tabber>
-:: This lesson harkens back to the utopia discussion from the first lesson. We'll look at the posters students made in the beginning and explore them in more detail using all of the tools we've developed over the course of the semester.
-=== After ===
+|-|Learning Goals=
-: '''[[14.2 Scenario Planning]]'''
+After this lesson, students should
-:: The wrap-up is not actually the last lesson of the term. We have one more section on scenario planning, a problem solving technique which encourages creative long-view thinking. This odd ordering is a result of scheduling constraints in the weekly plenary structure. As such, the coming scenario planning lesson has a little bit of review and synthesis as well.
+<!-- Learning goals are written as a numbered list. -->
+# Be able to develop new decision making processes that draw on material from multiple lessons.
-== Recommended Outline ==
+# Be able to synthesize multiple topics together so as to creatively recognize and apply them in the real world.
+# Feel optimistic about your ability to respond to and solve the challenges we've identified in this course.
-=== Before Class ===
-* Prepare a seating chart.
-* Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have.
-* Pick up the posters the students made in [[#1.1 Introduction and When Is Science Relevant|the first lesson]].
-* Pick up markers and other materials needed for the [[#Rebuilding Utopia|rebuilding utopia]] activity.
-* (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]]]
-=== After Class ===
-* [Any essential logistical things that need to be done as followup for this class]
-* 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
-=== Rebuilding Utopia ===
-We have different aspects of the world that we want to build into a utopia. For each of the following aspects of society, what would you want to see in an ideal future? Use course concepts! As many as you can! Be imaginative! 🌈
-On construction paper write down the changes you'd like to make and how this would make the world better. 🌍️
-# How long term planning with a global impact is done.
-# Something about education.
-# Something about patient care?
-<!-- # Something about the incentives that scientists have. (Null results, reputation, etc.) -->
-# Something about everyday government decision making.
-# Something about news.
-# Something about how people make decisions in their everyday lives.
-==== Instructions ====
+|-|Common Misconceptions=
-==== Discussion Questions ====
+<!-- Misconceptions must be written with the Misconception template. The first Misconception should have the "first=yes" flag at the end. -->
+{{Misconception|We don't need "desiderata" when we already have a decision-making process.|Students often confuse "desiderata," or goals of decision-making processes, with the processes designed to achieve those desiderata. For example, asked to come up with desiderata, they suggest "use a representative sample," which is a process which achieves the desiderata, "allow representatives of all relevant groups to have a voice," "ensure that our solution will work for everybody," or "avoid systematic bias."|first=yes}}
+{{Misconception|Humans are flawed and there's nothing we can do about it. We should just give up.|After spending a whole semester presenting ways human thinking and decision making can go wrong, it's easy to feel pessimistic. That's not what we want! In recognizing these problems, we've enabled ourselves to find solutions, so we should be optimistic!}}
-# 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:14.2 Wrap Up}}}}
+{{NavCard|chapter=Lesson plans|text=All lesson plans|prev=14.1 Scenario Planning|next=Inventory}}
 [[Category:Lesson plans]]