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utsfl:classroom:about [2013/09/30 18:40] – FIXME to integrate seminars#about balleyneutsfl:classroom:about [2023/12/04 10:58] (current) – [Game Layer] really not relevant in practice balleyne
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-====== About the Pro-Life Classroom Project ====== +====== About the UTSFL Pro-Life Classroom Project ======
- +
-FIXME integrate about#design section from [[.:seminars:]] page.+
  
 ===== Vision ===== ===== Vision =====
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 ===== Strategy ===== ===== Strategy =====
-Some important considerations:+To use a [[.:seminars:|seminar]] curriculum to structure pre-existing pro-life resources in a format that can be easily used by a variety of campus groups in regular meetings. Some key considerations:
   * Short, frequent, consistent sessions (Suggested: 1-2h weekly)   * Short, frequent, consistent sessions (Suggested: 1-2h weekly)
   * Mix of presentation/dialogue   * Mix of presentation/dialogue
   * Activate and develop student leaders by giving them an opportunity to educate their peers   * Activate and develop student leaders by giving them an opportunity to educate their peers
   * Develop a curriculum that can be used by any club, implemented easily (like [[:NCLN:]] club manual)   * Develop a curriculum that can be used by any club, implemented easily (like [[:NCLN:]] club manual)
 +
 +==== Design ====
 +This seminar curriculum is designed be used by pro-life clubs on campus to educate and form their members. It is designed to be:
 +  * **spiral**: gradually progressing from basic to advanced material in a spiral (rather than linear) fashion, so students can continually revisit the same topics but at greater depth each time. There are several reasons for this approach:
 +    * To allow newcomers to **join at any point**, or students to continue even if they miss some seminars (much more difficult with a linear programme) [hop on / hop off]
 +    * To allow the classroom to be informed by **field experience** (new questions on familiar topics are often raised through experience in the field
 +    * **Reinforcement**: revisiting the same topics in greater depth is a good way to promote deep learning through reinforcement
 +  * **modular**: seminar topics are broken into flexible half or full hour modules for several reasons:
 +    * To accommodate **different schedules**, e.g. modules can be combined to support bi-weekly half hour meetings or weekly two hour meetings
 +    * To allow room for **role-playing**: a half hour module can be taken into a full hour meeting, with more time left over for questions and role-playing
 +    * To allow **breadth- or depth-first** approaches: while breadth-first is generally recommended within streams (e.g. PBA 100-level, then PBA 200-level, then PBA 300-level, etc.), a depth-first approach could be useful when there is a time sensitive need to educate club members about a specific issue (e.g. focusing on dialogue and graphic images in preparation for GAP, or on Canadian Law and incrementalism in preparing for activism to support a new legislative effort)
 +    * To allow for the inclusion of **advanced topics**: these advances topics are too specialized for inclusion in a seminar program every year, but having them in the curriculum can make members //aware// of what advanced topics there are so that they might pick a few to focus on
 +  * **built on existing lessons**: there are already great resources and materials and lessons available for presenting this material. This curriculum encourages the use of that pre-existing material as much as possible. What this aims to provide, which is missing, is a //structure for campus club seminars//. For example, the CCBR's Pro-Life Classroom is somewhat modular, but it's quite linear (with some advanced topics as side branches). This works well for self-study, but is ill-suited for campus club group study where students might hop on at any point or want to revisit earlier topics in more depth. The curriculum provides a //new structure for delivering the same lessons/content.//
 +  * **systematic**: the seminar codes (explained below) group topics within units, streams, substreams and related topics, in order to aid in planning particular areas of focus
 +
 +==== Seminar Codes ====
 +See [[.:seminars:]].
 +
 +Example: [[.:seminars:PBA100H]]
 +  * First two letters signify the unit
 +    * ''PB'' for pre-born human rights
 +    * ''EL'' for end-of-life issues
 +  * Third letter signifies the stream
 +    * ''A''pologetics
 +    * ''P''olitics
 +    * ''H''eart apologetics
 +    * ''S''trategy
 +  * The first digit signifies the level
 +    * ''100'': introductory
 +    * ''200'': intermediate (for activism, dialogue)
 +    * ''300'': topics in...
 +    * ''400'': advanced topics
 +  * The second digit is often used to group similar topics, e.g.
 +    * Aplogetics
 +      * ''PBAx0x'': second premise objections
 +        * ''PBAx01-x04'': science
 +        * ''PBAx05-x09'': personhood
 +      * ''PBAx1x'': first premise objections
 +      * ''PBAx2x'': Dialogue substream
 +    * Politics
 +      * ''PBPx0x'': Current law and History
 +      * ''PBPx1x'': Political Activism
 +        * ''PBPx11-x14'': Federal
 +        * ''PBPx15-x19'': Provincial
 +      * ''PBPx2x'': Public Policy Issues
 +    * ''PBxx8x'': Independent Study Projects, e.g. books to read
 +    * ''PBxx90'': field trips / activism
 +  * The last letter refers to suggested length
 +    * ''H'' means half hour (20-30 min.)
 +    * ''Y'' means full hour (45-60 min.)
 +
 +
  
 ===== Tactics ===== ===== Tactics =====