PPT-Why do we use the Socratic method?

Does the Socratic method challenge or support authority Why WARMUP Athens and Sparta fought for control of the Greek peninsula and surrounding colonies Sparta laid siege to the city of Athens . brPage 1br Method 1 Microsoft Wo rd word processor Method 2 Altkeys Method 3 Windows intern ational keyboard mapping a brPage 2br Mean Heat Gains etc brPage 8br 2 Mean internal temperature eo ei ao ei brPage 9br 3 Swing from meantopeak in heat gains brPage 10br 4 Swing in internal temperature 5 Peak internal temperature ei ei brPage 11br ei Admittance method worked example brP Empowering Student Centered Dialogue. Matt Copeland, Writing Consultant. Kansas State Department of Education. Topeka, Kansas. Presentation Objectives. The participant will…. Engage in a Socratic Circle. (SORRY, NO P.C.R. READING TODAY). Pick a partner—the most prepared starts inside the circle, the other partner sits directly behind.. Get out your 2 marked-up articles, your “4 Questions” sheet, and your piece of evidence.. English Dept. Chair at SRHS. Instruct 9. th. – 12. th. grade students. M.F.A. in Creative Writing from ASU. 1st Encountered . Socratic Seminar . in Action in 2001. Employ Socratic Seminar on a daily basis; in some classes more than others…. Euthyphro. : . Apology. : . Crito. : . Phaedo. : . Republic: . . Book I: . Book II: . Book IV: . Book VII: . Euthyphro. : What is piety?. Apology. : An Argument for the Examined Life. Patnoe. , 1997). The jigsaw method has since been expanded at all levels of education, from primary to tertiary, to reorientate cultural, affective and cognitive diversity into spaces of learning resources rather than as obstacles. “The jigsaw method can create a rich environment for intellectual collaboration and is a concept that has been used by other researchers in the field of collaborative learning” (Miyake, . Ethics. Definition: the rules of conduct for a particular class of human actions. What kinds of . actions. are right or wrong in particular circumstances?. Do you put your life at risk for the sake of others?. Scalable Socratic Teaching. Colt Briner. Former Teacher. Math & Science lover. Ed Tech Instructor. Collaborative Technologies Specialist. Co-Creator of Collaborize Classroom . @. Wisdomofwe. Session Breakdown: . Socrates and Plato. 469-399 BCE. 427-327 BCE. Socrates. Bricklayer by trade, served in the army. Labeled “the wisest man in Athens” by oracle at Delphi. Set out to prove the oracle wrong. Questioned the sophists who held that success was ability to gain hold of wealth, fame and power.  . A. – Shared Fixed Target.  . B. . – Broad Target Topic . C. . – Narrowed Target Topic . D. . Bull’s-Eye. Using Socratic Seminar to . Discuss Literature. Goals for Today. Become familiar with the format of Socratic Seminar. “The only true wisdom is in knowing you know nothing.”. Dialogue. In dialogue, one listens to understand, to make meaning, and to find common ground. Dialogue calls for temporarily suspending one’s beliefs. La gamme de thé MORPHEE vise toute générations recherchant le sommeil paisible tant désiré et non procuré par tout types de médicaments. Essentiellement composé de feuille de morphine, ce thé vous assurera d’un rétablissement digne d’un voyage sur . Status is ubiquitous in modern life, yet our understanding of its role as a driver of inequality is limited.  In Status, sociologist and social psychologist Cecilia Ridgeway examines how this ancient and universal form of inequality influences today’s ostensibly meritocratic institutions and why it matters. Ridgeway illuminates the complex ways in which status affects human interactions as we work together towards common goals, such as in classroom discussions, family decisions, or workplace deliberations. Ridgeway’s research on status has important implications for our understanding of social inequality. Distinct from power or wealth, status is prized because it provides affirmation from others and affords access to valuable resources. Ridgeway demonstrates how the conferral of status inevitably contributes to differing life outcomes for individuals, with impacts on pay, wealth creation, and health and wellbeing. Status beliefs are widely held views about who is better in society than others in terms of esteem, wealth, or competence. These beliefs confer advantages which can exacerbate social inequality. Ridgeway notes that status advantages based on race, gender, and class—such as the belief that white men are more competent than others—are the most likely to increase inequality by facilitating greater social and economic opportunities. Ridgeway argues that status beliefs greatly enhance higher status groups’ ability to maintain their advantages in resources and access to positions of power and make lower status groups less likely to challenge the status quo. Many lower status people will accept their lower status when given a baseline level of dignity and respect—being seen, for example, as poor but hardworking. She also shows that people remain willfully blind to status beliefs and their effects because recognizing them can lead to emotional discomfort. Acknowledging the insidious role of status in our lives would require many higher-status individuals to accept that they may not have succeeded based on their own merit many lower-status individuals would have to acknowledge that they may have been discriminated against. Ridgeway suggests that inequality need not be an inevitable consequence of our status beliefs. She shows how status beliefs can be subverted—as when we reject the idea that all racial and gender traits are fixed at birth, thus refuting the idea that women and people of color are less competent than their male and white counterparts. This important new book demonstrates the pervasive influence of  status on social inequality and suggests ways to ensure that it has a less detrimental impact on our lives.