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PREFACE - 2010

PREFACE - 2010. Nancy Harris Department of Computer Science. Today. Examine the role of preparedness in the JMU classroom Examine the role of multiple perspectives in societal issues Get to know one another a bit better. Line up.

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PREFACE - 2010

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  1. PREFACE - 2010 Nancy Harris Department of Computer Science

  2. Today • Examine the role of preparedness in the JMU classroom • Examine the role of multiple perspectives in societal issues • Get to know one another a bit better

  3. Line up • Line up around the room in order of preparation for today’s session • Lo – no reading • Hi – read all articles and prepared the written essays • Within level, order by approximate time spent. 10:00

  4. Powers of 2 • Individually consider the Part 1 prompt based on whether you were the more prepared or the least prepared student. (2 min) • On my signal, share with your partner your answers. (5 min) • Discuss - What role do you think preparation will play in your learning at the university level? (2 min) • Join with another pair and share your responses to this question. (3 min) • Post the group response on the whiteboard at the front of the room. (I will later send these out to you.) (5 min) 10:20

  5. Discuss as a class • How is preparation going to be different in college than in high school?

  6. Choose an article As you are facing the front of the room • Prenatal testing – Back left • Stalking strangers – Back right • Dogs as guinea pigs – Front left • Life with a lethal gene – Front right • Columbus – Front center • Breast cancer risk – Back center • My genome, myself – Left center • DNA prejudices – Right center • Hello 16p11.2 – Center center 10:40

  7. In your group • On one side of the white board, write the primary issue as you see it from the article in the form of a question. • (ie Should JMU make students pay for bus service on campus? • On the opposite side, write the different perspectives on the issue as represented by the people in your group. Use check marks for perspectives that multiple people hold. • (ie Yes, students use the service, so should pay. OR No, JMU is trying to be green and should encourage ridership by making it free.) 10:45

  8. Share a paper • Partner with someone who has a different perspective than your own and who has written a paper. • Each should read the other’s paper. • Student A – Restate Student B’s position as described in the paper. Are they persuasive? Point to one good argument that they make. • Student B – Do the same thing with student A. 11:00

  9. If you did not read an article, take time now to do so If you did read an article, but did not prepare a paper, join with another student and discuss the more general issue of Whose DNA is it and who has the right to use it? Base your responses on articles that you have read.

  10. Back into your group • Answer the question, What did I learn by reading someone else’s response? Or What did I learn by considering a different perspective?

  11. Final discussion

  12. Thank you • Final clean up • Return borrowed articles to me • Erase white boards and return them to the back table. • Return markers to the marker bucket in the back of the room. • Followup • I’ll send out a transcript of the responses to Part 1 later today via e-mail

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