PHILOSOPHY | HIGHER ORDER THINKING, VNT, AND VNT (PLATO'S ) 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 product focuses on Plato’s . 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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PRODUCT IS A GREAT PLACE TO BEGIN!
➀ VISUAL ESSAY LECTURE SERIES (PLATO'S )
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.
Included in this product are the following:
⚫ An excerpt from Plato’s . The is one of the Platonic dialogues that I do my VNT assignment on - I also lecture on Plato’s , , Nietzsche’s , and excerpts from Thucydides. I will be creating VNT text specific lectures in the coming months. This is the first in this series.
⚫ is an excellent text to study alongside , , , , and other novels that question the existence of truth.
⚫ 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 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 .
⚫ An explanation on how I use VNT in my classroom.
➁ Higher Order Thinking Skills HOTS #3 (THE ) 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 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.)
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.
➂ VISUAL NOTETAKING - RUBRIC AND STUDENT EXAMPLES
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.
In order for your students to excel in this activity, they need to see examples and understand how they will be graded. Provided here is a beautiful rubric for visual notetaking using visual notetaking. Furthermore, there are 22 examples from my own lectures.
Included in this product are the following:
► NEW: This year I was asked to give a talk on VNT at an event at my University called Celebrate! Teaching and Learning (“an event for faculty, staff, and students to share significant moments, or sources of inspiration, from their teaching and learning experiences at the University”). The talk went very well, and I have included some information from the event including my VNT process in 16 points.
► NEW: A new addition to my assignment. An explanation as to the elements used in the VNT. You will see an example of this in my pictures of the library display.
► NEW: I now do a VNT trail run during my Socratic Seminar. While in the outer circle they engage in VNT. I have included 8 samples of these assignments.
► A rubric that shows students what is expected in their finished product. It provides a beautiful guide in the form of visual notetaking.
► The points from the visual notetaking rubric that can be handed out to students.
► Student examples - I use student examples from previous semesters to help my class understand my expectations. There are 14 included - my examples are from my lectures on various Great Books: Nietzsche, Plato, and Thucydides. I have some TpT units that cover the same or similar material that is used during my lectures for these projects - see the last slide for details. I have also started to create TpT units on the lectures I give for the VNT project. This will be posted soon.
► Images from the library display at my University.
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