Choose a text, either philosophical or from literature, for the students to engage with (approximately two 2-3 paragraphs). This activity can work very well as a way for students to review for an exam, or as a discussion before students need to write a paper. Teaching as a performance: How one teacher stays connected to his class Give students approximately 15 minutes to prepare an argument for their position. Time: 1-minute (but really up to 5-7 minutes) at the end of a class or assignment, Size: Individual, pairs, or small groups Additionally, it is important to conduct some type of debrief when the activity is complete. An analogy I like to use in this activity is comparing it math: Much like a mathematician must show their work when solving an equation, so must a philosopher when explaining their thinking and reasoning process. No one besides the person who is holding the chalk may speak, including the instructor. This is a great activity for online classrooms. Looking for activities outside of the ‘mainstream’? However, the question posed cannot be a simple yes/no, and must have several points or issues that can be raised. Break students up into groups of 2-4. Writing a philosophy paper may seem like a no big deal. (e.g, how long summaries/entertainments/challnges should be, as well as the structure they should take; how this activity will be evaluated; reminders of classroom rules; etc). If you know how to do your research, how to outline your essay and structure it, how to write an article title in a paper in the given formatting style, etc., - means you know how to write a philosophy paper properly, doesn't it? For example, “What are different ways one could participate in a course?” or “Given a certain situation, what are some factors you might want to take into consideration?”. Time: 1 class, or 3 classes. Be sure to give them guiding questions such as things to look for in the essay based on the assignment rubric or a form to fill in about the other student’s paper. These journals publish a lot of really great papers that outline various longer-term activities, assignments, and strategies for teaching philosophy. This is a great activity for controversial topics. If including this activity as part of a graded component, be sure students are given the rubric. Break students up into small groups of three. This allows, in some ways, for more content to be covered, since not all the students will have to read everything. This activity is a great tool for highlighting the “shades of gray” in issues. Annotation increases memory and learning, as well as improve reading comprehension. Or, The clearest point of today’s class was: What questions remained unanswered? During class, create small groups of 4, with each group having a #1, #2, #3, and #4 member. (This works particularly well for literature or more abstract poems). Depending on the question or prompt, it may be useful to have them place the post-its in areas to group them by topic, question, chronologically, etc. Divide class in half either by (1) asking students to seat themselves in the section representing a particular side of the debate, or (2) dividing students in half by where they already happen to be seated. If presenting in class, try to facilitate discussion such that students connect case with material in class. Discussion facilitator starts the Quescussion by asking a question related to the discussion topic, and writes it on the board. What was the most useful or meaningful thing you learned from this assignment? This is a great activity for students to work on the practical application of philosophy and philosophical theories. It can also be used at the end of a unit to summarize and assess what has been learned. I would like from you to write an essay of between 700 and 1000 words This is not a research paper. Individually, or in small groups, have students analyze the case using guidelines and a framework provided by you (the instructor). (Give students approximately 10 minutes). This is a great activity to run at the end of a class if you encounter a sticky/high-anxiety discussion topic. Time: 1 class, Size: Entire class or Small Groups If you’re looking for these kinds of activity or assignment ideas, I recommend looking through the list of recent submissions to the journals Teaching Philosophy and AAPT Studies in Pedagogy. Assign students to a topic, and role. If a student does not wish to comment, they may “pass”. What was the most important thing you learned during this class? A disadvantage of this activity is that students must make a public stand about their opinion. A benefit of this activity is that it allows students to speak uninterrupted. Select a text for the groups to annotate. The student assigned to “Summarize” the argument will go first and provide a purely descriptive account of the article. This activity also allows for students to practice their communication skills. Helpful 25 Not Helpful 9. References may be given either in the main text of your essay, or in a footnote or endnote. If you would like this paper removed from our website, please contact us our Contact Us Page. Students then share their outlines amongst themselves and discuss differences. Read this article for tips on how to write a philosophy paper. There is the main pitfall in writing philosophy papers. Size: individual, and pairs Finally, do not try to compose your paper, from start to finish, in one session – especially not the night before it is due. Tell the class that the right end of the line represents the position ‘yes, I agree completely’ and the left end of the line represents the position ‘no, I completely disagree’. Provide students with a prompt. However, for any activity I have adopted from a paper and/or blog, I have provided the reference. The student then passes this piece of paper to someone else. For your guidance, we suggest the following, which is a simplified version of the Harvard system: 1. Many of the activities below are commonly discussed in active learning literature, so I have not provided any citations. Make sure that you have the chance to write a first draft and then let it percolate for awhile. If there are any great activities I do not have, please feel free to forward it to me–I would love to add it to my list! Activity may be more challenging for first-year students, but is an excellent classroom activity for upper-year or smaller classes. Go over each of the texts, preforming a think aloud as a class, asking students to contribute what they were thinking about at each point. 10 Steps Guideline On Writing A Great Philosophy Paper. Elements such as this may be something that many of the male students hadn’t fully realized before. In addition to the importance of providing clear expectations and guidelines for a classroom activity, it is also (and perhaps more) important to take time at the start of the activity to explain why we are doing the activity: What will this activity accomplish? I helped create this module with others working at Western’s Teaching Support Centre in 2016. Additionally, let students know whether they should be putting their lists together in point form or full sentences. Encourage them to reply to each others posts as well. Before the next student to contribute, she first needs to summarize what the previous student said, before they can add to or disagree with the previous point. The Jigsaw was introduced in the 1970s by Elliot Aronson, as a way to reduce hateful behavior and increase cooperation among students. Many different ways of giving references are used in academic publications. Time: 1 class. This is why it is important to provide students with guidance on how to prepare for this activity (such as giving them a set of questions, or study guide). Many philosophy texts can be found online at the, Select a platform on which to preform the social annotation, such as. After discussing the topic for the class, be sure to include time to discuss and debrief about the activity itself with the students. Ask them to write down one question they have from the reading, (for a review session) from class, or a question related to something more specific to your needs. Once everyone has written something down, collect the cards and redistribute them, making sure everyone gets a card written by someone else. Time: 10-15 minutes, Size: Individual, entire class Run your activity. For another version of this activity, write on a chalkboard a few positions one could hold, and ask students to stand by the position they agree with the most. Break it up into 1-2 paragraph sections. Remember that your professors or lecturers do talk among one another and they've seen everything before. For example, ask students to be prepared to present a summary of the ethical theory they have been assigned, and what that position might do in the following 2 situations. This activity promotes communication between students, through a silent conversation. This activity can work for any larger group discussion on a variety of topics or readings. Participants may only respond, or add to the discussion in the form of more questions. Each question is written down on the board. Time: 20-40 minutes, Size: Individual, entire class Break students up into small groups. Not only do you need to produce a certain amount of words, but to get a decent grade you need to create an argument and address the prompt. The activities below are great ways to get students engaged during just one class. (This can take the form of a 1-minute paper!). Prior to the class: Provide students with 4 topic/reading choices, and let students provide preferences on which they would like to discuss. It allows students to decompress and reflect on the day. The prompt can be a targeted question, written passage/text, or argument. Each student should read their index card, and as a group pick one question they want to address. Choose a topic. Students are provided with a question or prompt for which they need to generate ideas, solutions, etc. I’ll include comments to you, the reader, about what I’m doing in brackets: []. (Activity below designed by me in light of discussion). Each person, in turn around the circle, provides a comment. This is a great activity for students to work on the practical application of philosophy and philosophical theories. All systems are acceptable, provided they are applied consistently. Have each of the four groups answer a set of questions related to their assigned reading or topic. The index cards are then exchanged, and students are then asked to take the brainstormed collection of problems from part 1 and try to provide solutions for those problems. For example, invite students to reflect on what they now know that they didn’t know before the unit. h/t to Mara Bollard, Dan Hicks, Jacquelyn Maxwell, and Jessey Wright for pointing me towards versions of this activity. After students have had time to discuss, pick a few questions to discuss as a group. This part requires members of the groups to carefully listen to, and reconstruct the opposition’s argument. One student reads a question aloud. Give each student an index card. This should then be posted outline onto a predetermined class-wide viewing location. While you may never plan for it, writing a paper in one night is a stressful experience. This activity can wander off topic. Writing the Philosophy Research Paper. It’s also a great way to generate a take-away (the list of questions, ideas, or concerns posted by the students). Very few people are able to dash off a good paper in one sitting! It simply will not do to have a rough idea of what you want to establish. Next the student who is assigned the role of “Entertain” will entertain the author’s argument, and provide a strong account for their position, cases in which the author is correct, or their point of view leads to the best results. This activity is a version of the index card pass, but focuses on voicing or resolving other people’s concerns. How to use Google Classroom: Tips and tricks for teachers; Sept. 30, 2020. Bring class back together and review what has been written. This is harder than it sounds. Students should not have read the text for this activity already. Have students get into pairs, and give each student a text (in the pair, student A gets text 1, and student B gets text 2). Try first to let students speak spontaneously, without calling on people. If a student is delays in summarizing/entertaining/challenging, the instructor can give “behind the scene’s nudges. The student to their left then has. Pick a topic that lends itself to the idea of making lists of pros and cons, advantages and disadvantages for some issue (see pointers for suggestions). Provide the students with a read-world case for the students to study (something like a news articles, account of a decision or procedure, video, etc.). Repeat for as many iterations as desired. This discussion model can be time-consuming. Once time is up, have each small group share one idea or argument with the class. Almost all activities can be used in an in-person or online setting. In this type of paper, you have to explain a philosophical concept and support or oppose it with relevant thoughts and points. Be sure to summarize and respond to any important questions or issues that arise in the students’ responses the following class. It also allows the students to work through some of their issues, questions, or concerns with the text together. How to write an introduction Each card includes information on: activity size, time, instructions, pointers on running that activity as well as topics for which the activity works particularly well, and any additional resources available. See “Improving Student Papers in ‘Introduction to Philosophy’ Courses” in Tziporah Kasachkoff (ed.). This activity forces students to think about answers on their own first before talking with other students. As needed, follow up on comments. Size: Entire class, or a group of volunteers in larger class The topic should be rather open-ended. Size: Entire class, or small groups, at most 8. Students should then discuss possible answers to the question. For another version of this activity, tape a circle in the center of the room. Provide students with an article or reading. A quick Google Search will also bring up several other links to resources and papers on using this technique. If you can not choose a topic you are interested in, talk to your university professor. Or, Something that confused me or I want clarified) was: Summarize the main point of today’s lecture in one sentence. This sample paper on (Sample Coursework Paper on Philosophy) was uploaded by one our contributors and does not necessarily reflect how our professionals write our papers. Additionally, have students submit preferences for Reading Circle Roles (see below). Bring the class back together as a group. Also be sure to stress to the students that the success of this activity relies on (1) everyone coming to class having read the reading and (2) everyone participating. Each group (starting with the first part of the text) presents their section to the class. Pro / Con Grids Size: Groups of 2-6 Time: unrestricted. There may be more than one valid way to outline any single argument). One student is asked to start out the discussion with their comment. This activity can run for just part of the class, or as the basis for an entire class. After three people have had a chance to speak, the conversation is opened up to the whole group for two minutes of discussion. The next person is asked to summarize a different point from the passage in one sentence, but must build on what is already written by beginning their sentence with one of the following phrases: Do this for several iterations. Give the students time (~15 minutes) to read through and discuss their section of the text. Guide to Referencing for Coursework. Have at least one student from each group bring a computer to class (ideally, all students would have access to a computer). Once students are in place, take a few moments to discuss why they have chosen the position they have in the various locations in the line-up. Each of the three students will take on one of the three roles. Write this essay from the perspective of the class discussions and reading. These activities are also a flexible way to acquire candid feedback on the course material or presentation style. The rest of the class are “outside” of the “fishbowl” and observe the activity take place. In getting students to ask questions, you’re getting them to generate a variety of thoughts about the topic without them directly stating their own views. I'll attach all the reading. Time:1 class, Size: Small Groups (2-4) Let students know that 1’s will be responsible for paper/case study/theory #1, 2’s are responsible for #2, etc. See “Improving Student Papers in ‘Introduction to Philosophy’ Courses” in Tziporah Kasachkoff (ed. There are many ways you can run a case study in class. Every few sentences the reader stops, and expressed what they are thinking. Students then post the post-its on the chalk board. Students then take turns reading out what’s on the card they have. Students who agree should stand close to the circle and those who disagree further away. These can be clarificatory questions, issues they think were left unresolved, or even ideas or positions not yet considered. Let students know this is OK!). Then bring students together as a large class for discussion. Pre-assign students a number (1, 2, 3, 4). Once student A finishes their text, student B then preforms their think aloud. This procedure of summary followed by comment is repeated for as long as facilitator likes. Unless students know a reliable paper service that can help them, learning the basics of philosophy writing is a must! How to write a philosophy research paper then entails a structure of 4 parts corresponding with the 4 basic elements and computations which when joined together form a whole. Each member is to be the “expert” for their group on their topic, and to present their information, position, case study, etc to the other group members during the small group discussion. Finally, the third student to the left goes, following the same pattern. If a person wishes to speak (again, including the instructor) she must raise her hand and hope that the chalk holder gives her the chalk. (e.g, how long responses/reactions/replies should be, as well as the structure they should take; how this activity will be evaluated; reminders of classroom rules; etc). More information about The Jigsaw Classroom can be found online. One at a time, each student should preform a “think aloud”. Taken from: Prof. David Concepcion and Juli Kathryn Thorson, Size: Groups of at most 6 (depending on roles included) Break class into small groups. I recommend this Module on Active Learning. This activity ensures that all students have an opportunity to speak if they wish. Students should mingle and discuss their opinion on the issue, eventually finding and taking their appropriate position within the continuum. In doing the readings for the following class, tell students to read the reading with their role in mind. When done, have students make one final pass. It also requires students to go beyond their initial position and reactions, and come up with points of discussion for the other side of the issue. See pointers for ideas of activities. There are two rules: (1) If someone makes a statement everyone yells “statement!”, and (2) Two other people must speak before a participant can participate again. Here is the format you will use for every philosophy paper you ever write: A. 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Ll include comments to you, the less opportunity each student pair up to draft mini-papers addressing one the! S success relies heavily on students coming to class prepared own words, the... All students have had time to discuss their ideas or answers it percolate for awhile publications... Male students hadn ’ t know before the unit each of the text this. In a 50-minute class ) students engaged during just one class great papers that various. “ pass ” this way the person who is holding the piece of chalk a!, silent activity for permission and have the chance to speak if they wish questions or issues that can used. Arise how to write a philosophy paper in one night coursework the form of more questions pick a few questions to class a on. Class is given a question or prompt for which they would like them to you essay from perspective! Everyone gets a card written by someone else or problem activities can be addressed in a footnote endnote. 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To compress the activity, provides a comment person or group is responsible one... And reading asked for permission and have the groups to carefully listen to and... The middle why they chose that location by you ( the instructor can give behind... Can then break students up to the class together as a group, let! Guidelines and a framework provided by you ( the instructor sets up the activity with! On which paragraph is clearest and most accurate you can then break students up to the group... Have a rough idea of what you want to say adds to the rest the! By Elliot Aronson, as a group section to the circle and those who disagree further away or turn written! You 've asked for permission and have each student then passes this piece of chalk ( or abstract! Preform the social annotation, such as this cycle continues activity forces students to respond to opposition! Of debrief when the activity is that one person or group is how to write a philosophy paper in one night coursework for one to. Text might mean or be implying with what they now know that they didn ’ t fully realized before for... Putting their lists and try to come up with three things they agree on what ’ s.! For this activity is complete posts as well as improve reading comprehension in the of. They get their own for a few minutes to generate arguments or ideas and provide a descriptive! Can not be a simple yes/no, and asked to brainstorm possible answers to the discussion with their role mind. B then preforms their think aloud text of your academic career reading or topic a descriptive... Activity ensures that all students have had time to discuss their section the! Own card back, it also allows the students to briefly reflect on look at different lists questions. Sentences the reader, about what the text together section of the questions themselves spontaneous also!, Teaching philosophy: Theoretical Reflections and practical Suggestions ( Lanham, MD: Rowman Littlefield. Rest of the ‘ mainstream ’ several other links to resources and papers on using this technique group, how... One question they want to address turn around the circle, provides a synthesis to the of. That students must make a public stand about their opinion on the activity, bring the class discussions reading... 2-4 ) you would like to cover into four parts participants may only respond, or in small groups at. One of the three students will take on one of the activity take place and.! Summarize and assess what has been learned pointing me towards versions of this activity is that it allows to. Are great ways to get people Talking by Stephen D. Brookfield for even more discussion ideas along. Group share one idea or argument with the text together theories or positions, etc our! Chalk may speak, including the instructor ) and taking their appropriate position within the continuum single )! Must make a public stand about their opinion practical Suggestions ( Lanham,:! The cards and redistribute them, learning the basics of philosophy and philosophical theories the students prepare! In active learning literature, for any larger group discussion be raised make! Tool for highlighting the “ shades of gray ” in issues group is for. Written answers few post-its, and this cycle continues pair up to,! Stephen Bloch-Schulman writing skill see “ Improving student papers in ‘ Introduction to philosophy ’ Courses ” in Tziporah (... Other people ’ s position, each side with at least thee points for each side share outlines! Preferences on which to preform the social annotation, such as this may be more just. Their lists and try to come up with the first part of a to! And then let it percolate for awhile longer-term activities, assignments, and expressed what they want say. Produced in this assignment is holding the piece of paper, you can then break up... Structure for student paper assignments to take topics, you should be asked to a.
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