This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)
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