HIGHER ORDER THINKING AND VNT (PLATO'S THEAETETUS) PERFECT PAIRING BUNDLE

Linda Jennifer
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9th - 12th, Higher Education, Adult Education, Homeschool
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Linda Jennifer
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  1. PHILOSOPHY | HIGHER ORDER THINKING, VNT, AND VNT (PLATO'S THEAETETUS) BUNDLEIn this post-truth environment, where alternative facts and false stats are on the rise, critical thinking, analytical debate, and ethical reasoning are more important than ever.This product focuses on Plato’s Theaetetus.  T
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HIGHER ORDER THINKING QUESTIONS AND VNT (PLATO'S THEAETETUS) PERFECT PAIRING BUNDLE

In this post-truth environment, where alternative facts and false stats are on the rise, critical thinking, analytical debate, and ethical reasoning are more important than ever.

This unit focuses on Plato’s Theaetetus.  The question at the center of the dialogue regards the question of knowledge and whether it exists.  The answer, according to Socrates, is yes.

We will explore the section of the dialogue where Socrates delivers his midwife allegory and commences a powerful refutation against the extreme relativism of Protagoras.  

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THE VELVETEEN RABBIT PRODUCT IS A GREAT PLACE TO BEGIN!

➀ VISUAL NOTETAKING LECTURE SERIES (PLATO'S THEAETETUS)

The purpose of this unit is to provide the material to those interested in a more difficult reading but one that is still manageable.  The results for my VNT on the Platonic dialogues have been so successful that I wanted to share the material and provide enough information that those not familiar with the dialogue could still use it with success.

In all of my first year undergraduate classes I employ Visual Notetaking as a way to engage my students in the higher levels of Bloom’s Taxonomy. I always find this assignment rewarding for my students - a helpful way to study, a different type of assignment, a way to engage visual learners, and I am always surprised by their work.

MANY PEOPLE HAVE PURCHASED MY VNT PRODUCT, SO I DID NOT INCLUDE THE VNT INFORMATION HERE.  THIS IS A SUPPLEMENT TO THE ORIGINAL PRODUCT.

Included in this product are the following:

⚫ An excerpt from Plato’s Theaetetus.  The Theaetetus is one of the Platonic dialogues that I do my VNT assignment on - I also lecture on Plato’s Republic, Apology, Nietzsche’s Thus Spake Zarathustra, and excerpts from Thucydides.  I will be creating VNT text specific lectures in the coming months. This is the first in this series.

⚫The Theaetetus is an excellent text to study alongside The Velveteen Rabbit, The Little Prince, 1984, Catch 22, and other novels that question the existence of truth.

The Theaetetus is particularly important today in a world of fake news, alternative facts, and gaslighting.  The question at the center of the dialogue regards the question of knowledge and does it exist.  

⚫There are 17 pages of the dialogue included here.  The dialogue may be found online and is in the public domain.  I have included these pages for convenience sake and only included the pages that I cover during my VNT lecture.  These are just the pages without notes. I have a HOTS unit on Plato’s Theaetetus that provides notes on this section of the text.  You will find it here:

⚫4 samples of VNT during a Socratic Seminar: I do a VNT trial run during my Socratic Seminar.  While in the outer circle students engage in VNT.

⚫6 Student examples VNT: I use student examples from previous semesters to help my class understand my expectations.

⚫An introduction to the Theaetetus.

⚫An explanation on how I use VNT in my classroom.

➁ Higher Order Thinking Skills HOTS #3 (THE THEAETETUS) WHAT IS KNOWLEDGE?

The product will give students the tools to help argue against the notion that feelings are more important than facts.

The questions that emerge in the Theaetetus are particularly important today in a world of FAKE NEWS, contentious beliefs, and gaslighting.

This product will give your students the tools to think critically and problem solve - a necessity for any person trying to navigate this political climate where FAKE NEWS, ALTERNATIVE FACTS, and the denial of truth test reason on a daily basis.

INCLUDED IN THIS PRODUCT ARE THE FOLLOWING:

☄17 pages of teacher notes.  These notes are an in-depth explanation of one part of the dialogue.  I go through the section almost line by line.

☄An introduction to Platonic dialogues and this dialogue in particular.

☄Links to several current magazine articles that relate to issues surrounding truth, knowledge, science, and relativity.

☄2 pages of vocabulary

☄10 review questions with answers (4 pages)

☄A test with 24 questions - the test is editable.

☄5 essay questions.  

☄11 pages of the dialogue itself with notes along the margins (148a to 154d).  Included here are endnotes from the dialogue. THIS DIALOGUE IS IN THE PUBLIC DOMAIN.

11 pages of the dialogue without the notes to distribute to students (148a to 154d).  Included here are endnotes from the dialogue. (These 11 pages are not included in the total page count.)

The Theaetetus  asks the question: “What is knowledge?” and suggests that fixed knowledge exists and how we might obtain it.  The goal of my notes is not to discuss the entire dialogue but only a small fraction of the discussion between Socrates and Theaetetus - in particular the aim is to focus on the difference between knowledge and opinion.  I think there is an undeniable need to have this discussion with High School, College, and University students. I hope these notes, and this assignment, will help students engage in healthy debate and see that there is truth in the world.

This product contains several different components that may be used in a number of ways.  The section of the dialogue that is included here I assign for either INTERPRETIVE NOTE-TAKING or the SOCRATIC SEMINAR first, and then I lecture on the same section for VISUAL NOTETAKING.  The results of my VNT have been very successful and this unit will provide enough information that those not familiar with the dialogue can still use it with success.

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The discussion and essay questions vary as to difficulty.  I also have my students write an ANALYTICAL QUESTION on this section.

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This is a self-contained product on textual analysis; everything you need is here.

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The ELA Common Core State Standards require students to learn how to read texts carefully:

“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts

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Total Pages
80+ PAGES
Answer Key
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Teaching Duration
Lifelong tool
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