- Comfortable warm-up question – great way to get the session launched – and to include everyone
- Explanation of protocols / on-line etiquette
- Trimester calendar
- Balancing equations
- Interesting experience to observe this. Originally, I was thinking how much more satisfying it is to be able to teach mathematical/scientific formulae. The concept is clear, and the practice equations allow the concept to be repeated in a variety of contexts. Wouldn’t it be great if I could teach philosophy this way. And then I realized that that’s exactly what I do. The difference is actually that the challenge in philosophy is that it uses the same language we use in every day interactions. Chemistry has its own language – unique to the understanding of the discipline. When the concept we’re trying to understand is “truth…” we don’t have specialized language via which to discuss whatever might be unique to the discipline – in THIS particular case. The conversation that IS philosophy has the same problem. Hegel and Aristotle have different understandings of “being.”
- So obvious when a teacher knows what she’s doing. The tone is controlled, the delivery is smooth, the pacing is natural, and the teacher’s confidence provides a sense of safety
- Breakout groups
- My group had 2 boys in it – and they worked together very effectively. Kids got right down to the task, and conversed easily throughout the work session.
- Homework – spend 30 minutes – is this proving to be an effective way for kids to be able to learn to pace themselves