My Teaching Methodology and Practice
I believe the point of teaching is the learning process. My teaching method uses a combination of several elements, with attention to the age group of the class, in order to make the learning process as strong as possible. I include a PowerPoint presentation, a text (that I summarize - usually the 3 main points), personal stories to make either a good point or to make the wrong choice clear, occasionally I used a brief video clip to introduce the topic, use a Socratic question teaching approach, summarize/quiz about the main points of the class content 2-3 times during a class, randomly call on students to answer a question (rather than just have kids raise hands to keep everyone engaged), and include a student presentation project with a written component - that coincides with the topic theory (for the multi-day sessions). I always speak to class lecture items that should go down in notes I ask all students to take during class and typically hand out a note-taking sheet. Specific details of the class sessions are outlined below. 

Class Session #1, “Mindlessness”
1.	The text we will review and discuss: Amusing Ourselves to Death, Neil Postman 
2.	Session Topics:
•	What is “amusing ourselves to death?”
•	The benefits and problems of “mindlessness.”
•	American literacy rate? What's the average reading level for publications?
•	What are the effects of mindlessness on your: education, reading, relationships?
3.	Case Study #1: The story and end of Socrates.
4.	Class Presentation & Written Assignment (due for final class)
•	“Amusing Ourselves” problem – 5 examples.
•	“Critical Thinking” when reading, “Level 3” – 5 examples (1x) for children lit, teen lit, religious lit, music, and politics.
•	Logic Fallacies – 10 examples (1 for each of the top 10)

Class Session #2, “Critical Thinking”
1.	The text we will review and discuss: How to Read a Book, Adler
2.	Session Topics
•	What’s “critical thinking?” 
•	Mike’s simplified, “4 Levels of Reading.”
•	How does critical thinking fit in with reading? 
•	Does the critical thinking model (when reading) fit as well for writing? speaking?
3.	Case Study #2: Harry Potter vs LOTR books. 
4.	Review of Class Presentation & Written Assignment (due for final class)
•	“Amusing Ourselves” problem – 5 examples.
•	“Critical Thinking” when reading, “Level 3” – 5 examples (1x) for children lit, teen lit, religious lit, music, and politics.
•	Logic Fallacies – 10 examples (1 for each of the top 10)
5.	Quiz #1, covering “Mindlessness” and class #1 lecture/discussion.

Class Session #3, “Logic Fallacies”
1.	The text we will review and discuss: Mastering Logical Fallacies, Withey
2.	Session Topics 
•	What’s a "logical fallacy?"
•	Top 10 logic fallacies: spotting them and how to respond.
3.	Case Study: Covid19 Logic Fallacies.
4.	Review of Class Presentation & Written Assignment (due for final class)
•	“Amusing Ourselves” problem – 5 examples.
•	“Critical Thinking” when reading, “Level 3” – 5 examples (1x) for children lit, teen lit, religious lit, music, and politics.
•	Logic Fallacies – 10 examples (1 for each of the top 10)
5.	Quiz #2, covering “Critical Thinking” and class #2 lecture/discussion.

Class Session #4, Presentations
1.	Session Topics
•	3 Main Points of “Amusing Ourselves to Death” book? 
•	3 Main Points of “How to Read a Book” (Mike’s 4 Levels of Reading Simpler version)?
•	3 Main Points of “Mastering Logical Fallacies” book?
2.	Student Presentations & Written Assignments
3.	Quiz #3, covering “Logic Fallacies” and class #3 lecture/discussion.