23.2: Orientation and Kairos (Classroom Activity)
- Page ID
- 289118
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)REMEMBER (8 minutes)
Perhaps you have heard of Think-Pair-Share exercises derived from Frank Lyman et al. Adjacently, the following activity asks you to Think-Pair-Sheer via an acronym we will express as B.E1+2. F.A.I.R.
Think (B.E1+2.):
Create a lexicon entry for the vocabulary word.
Vocabulary List
- kairos
Reread the definition of kairos to make a lexicon (i.e., vocabulary list) entry that is at least three sentences long. The first sentence is your basis (B) and the other two are your individualized explanations (E1 and E2). You will accomplish that in your “Individualized Research Writing Lexicon (i.e., vocabulary list)” by creating a 3-sentence lexicon entry that utilizes the following 3-sentence formula (B.E1+2.). Write (B) the exact kairos definition used in this OER as an in-text citation preceded by a transitional phrase of where the definition came from all as one sentence, (E1) the definition of kairos in your own words preceded by a transition like “In other words,” and (E2) a commentary sentence(s) about why you think kairos is important for research writing.
UNDERSTAND (15 minutes)
Pair (F.A.I.R.):
With a partner, share your lexicon (i.e., vocabulary list) entry for kairos.
F - Freely share only what you are comfortable sharing from your lexicon (i.e., vocabulary list) entry. (Partner A)
A - Articulate what you think the main idea was from their share. (Partner B)
I - Inquire kindly about wonders or confusions you have from what they share. (Partner B)
R - Responsively reply; in other words, address whether your partner understands your lexicon entry the way you meant for it to be understood and clarify any wonders or confusions with a rationale. (Partner A)
Sheer:
If your partner was not close to understanding your lexicon (i.e., vocabulary list) entry’s intended meaning when they articulated and inquired, then sheer—change course quickly by way of editing your lexicon (i.e., vocabulary list) entry.
APPLY (30 minutes)
Individually, take about thirty minutes to write a response to each of the following kairos questions:
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What is a present day social justice topic that you are interested in researching?
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What are the current circumstances of that social justice topic?
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What is the cultural climate (e.g., attitudes, beliefs, practices, and values) of that social justice topic?
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What specific speeches, essays/articles, or other content were created in response to your social justice research topic?
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What immediate context or event inspired each speech, essay/article, or other content that you identified related to your social justice research topic?
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How does the timing of those speeches, essays/articles, and other content relate to the impact and urgency of what they focused on?
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How might the speeches, essays/articles, and other content be received differently if they were expressed at another time or in another context?
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What immediate context or event might inspire your social justice research topic?
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How does the timing of your social justice research writing relate to the impact and urgency of what you are focusing on?
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How might your social justice research writing be received differently if it were expressed at another time or in another context?
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Why is now the ideal time to write about your social justice research topic?
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What else about time, context, and urgency could make your social justice research argument more relevant and persuasive?
ANALYZE (25 minutes)
Case Study (Whole Class Discussion):
Scholar Ori Kirose is researching student labor unions whose members are undergraduate and graduate student workers at a college or university. The news and other media sources have been reporting on the increase of student workers at colleges and universities replacing full-time and adjunct faculty members. Adjunct faculty members were paid half the rate to do the same work as full-time faculty members. Now, student workers, such as teaching assistants, are being paid half the amount that adjunct faculty were paid. The media coverage has featured student workers who voice being exploited and in need of fair wages and ethical work hours that do not impact their academic journey as students. Scholar Ori Kirose recognizes the time is now to write a social justice research essay about what is happening, especially while Scholar Ori Kirose is still a student worker themself. The students’ union success is highly contingent upon cultural and social conditions. In other words, while there is massive media coverage, advocacy for the issue seems to be even more persuasive and far-reaching in impact. Scholar Ori Kirose wants to be part of the solution, and “strike while the iron is hot” as the saying goes. What about the time, context, or urgency of the issue might make Scholar Ori Kirose think now is the time to write a social justice research article about it? How might Scholar Ori Kirose’s social justice research writing on this topic be received differently if it is written at a different time or in another context?
EVALUATE (5 minutes)
Exit Ticket (Individually):
What other questions would you add to your kairos question set? That question(s) can be related to kairos with researching and writing in general or specific to the topic you choose.