Before the session
- Work through the argue-reveal exercise yourself so you know both sides of each item before you moderate.
- Open the regime-states demo and click through its steps once
- If you run a classroom, check the dashboard for who has reached the allocation capstone; their allocations fuel the debate section.
Agenda
Times are a running clock for a 60-minute session
Warm-up: the best case against (0:00–0:10)
Go around the room: each participant names the argument against control they find strongest. Tally on the whiteboard, then vote by hand count for the argument the room finds strongest overall.
Prompts:
- "Which of these arguments would most change what a lab should do this year, if it is right?"
- "Which argument would you have found convincing before module 1, but not now — and what changed?"
Argue both sides (0:10–0:25)
Run the argue-reveal exercise on the shared screen. Per item: one volunteer argues the objection (one minute), one argues the reply (one minute), then reveal the authored versions and compare with what the room produced. Close by asking which authored argument was stronger than the room's version, and why.
Prompts:
- "What did the authored objection include that our volunteer's version missed?"
The regime model, together (0:25–0:40)
Step through the regime-states demo on the shared screen, pausing before each step for the room to predict the next one aloud. Then show the additive-control demo and ask the group what the demo treats as the alternative to buying control. Connect both demos back to the usefulness lesson.
Prompt:
- "What would have to change in the safety budget for control to stop being worth buying?"
Allocation debate (0:40–0:55)
Groups of two or three agree on a budget allocation as in the capstone exercise; each writes its split on the whiteboard with a rationale. Each group then challenges the split it most disagrees with — one exchange per pairing. Close by locating the splits among Plans A through D.
Prompt:
- "What is the what kind of changes to the situation would flip your allocation?"
Wrap-up (0:55–1:00)
Each participant states one belief this module moved, and in which direction. Collect open questions for next session.
Prompt:
- "If you had to defend control's usefulness to a skeptical colleague in two sentences, what would you say now that you couldn't before?"
After the session
- On the classroom dashboard, check who completed the worked-example lesson after the meeting; the allocation debate usually pulls stragglers through it.
- Read submitted written responses for recurring misreadings of the arguments-against items; open the next session with the most common one.