My first impression as I started to work with Reason in the Balance (2nd edition) was excitement at the wealth of instructor resources. Just the introduction to the Instructor’s Manual provides a wealth of strategies for managing and designing the class.
I have also been pleased to find the Powerpoint slides, and the quizzes, which are immense help especially for the first time one uses the book. Given how often new instructors are given critical thinking courses to teach, these aids can be invaluable. Even a veteran like myself can be aided in making the best use of an unfamiliar book.
I am still enjoying these resources: I am happily using and reworking many of the powerpoint slides — it saves a great deal of time and energy. So far, my biggest disappointment is that I have been looking for something I can’t find. The second chapter has an exercise that refers to a video the instructor will show — so the students may apply the analysis just taught. It seems like a great activity for class, and I was looking forward to it. I expected given all the resources that some suggestions would be provided, but found none.
So, I was torn between trying to come up with something myself, and risking not finding anything that works, or using a less dynamic exercise. But after 20 minutes I did find a fun example:
Normally I avoid sports examples like the plague but I thought the students would enjoy it, and indeed they did. It was good to go beyond my comfort zone and into arenas more familiar to some of them. We used it to apply the 5 guiding questions for inquiry set forth by Bailin and Battersby. It works remarkably well given that one can really only hear one side of the discussion, and the volume is extremely inconsistent. I wish the authors had provided an appropriate clip — or two!