13.2 Deliberative Polling: Difference between revisions
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* Everyone needs to have read the briefing materials. | * Everyone needs to have read the briefing materials. | ||
* Coordinate with the TA and extra moderator for your section. | * Coordinate with the TA and extra moderator for your section. | ||
* Make a pre-poll form. | |||
* Make a post-poll form. | |||
* Make a spreadsheet to put student questions on. | |||
* Prepare a seating chart. | * Prepare a seating chart. | ||
* Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have. | * Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have. | ||
| Line 68: | Line 71: | ||
* (10 min) Whole class review of deliberative polling and the briefing materials. | * (10 min) Whole class review of deliberative polling and the briefing materials. | ||
* Give the students the pre-poll and have them do it. | |||
* (30 min) First round of deliberation. | * (30 min) First round of deliberation. | ||
* (10 min) Break and chance to read reading materials for answers. | * (10 min) Break and chance to read reading materials for answers. | ||
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=== After Class === | === After Class === | ||
* | * Compile the questions | ||
== Lesson Content == | == Lesson Content == | ||
Revision as of 15:59, 23 September 2022
| Fill out the learning goals and definitions. |
| Add links in learning goals. |
| Write the "context" for how this lesson connects with others. |
| 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. |
| Fill out the lesson content. |
| Fill out or delete anything with "[...]" remaining. |
Learning Goals
[Link to PlayPosit]
[Link to instructional video]
More details: [link to topic on SSS website]
After this lesson, students should
- [What they should understand, feel, learn, etc.]
Definitions
- Term
- Explanation.
Examples
- [item 1]
Common Misconceptions
- Mistaken quote
- Explanation.
Context
[Explanation of how the current topic into the larger context of the course by explaining how the previous topic(s) relate to the current topic and leaving cliffhangers for future topics where relevant throughout the lesson]
Before
- 1.1 Introduction and When Is Science Relevant
- Explanation.
- Itemized explanation.
- 7.1 Causation, Blame, and Policy
- Explanation.
- Itemized explanation.
- 10.1 Confirmation Bias
- Explanation.
- Itemized explanation.
- 13.1 Denver Bullet Study
- Explanation.
- Itemized explanation.
Recommended Outline
Before Class
- Everyone needs to have read the briefing materials.
- Coordinate with the TA and extra moderator for your section.
- Make a pre-poll form.
- Make a post-poll form.
- Make a spreadsheet to put student questions on.
- 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
- (10 min) Whole class review of deliberative polling and the briefing materials.
- Give the students the pre-poll and have them do it.
- (30 min) First round of deliberation.
- (10 min) Break and chance to read reading materials for answers.
- (30 min) Second round of deliberation.
After Class
- Compile the questions
Lesson Content
Clicker Question
- Question
Correct answer. - First option
- Second option
- Third option
- Fourth option
Activity 1: Name
[Brief description of and motivation for the activity]
| Common misconceptions and any useful tricks, tips, guidelines, or other background |
Instructions
Discussion Questions
- Question 1
- Subquestion a
Possible misconception that may need to be corrected and clarified. Intended answer to the above question.
- Subquestion b
- Subquestion a