Critical Thinking: Win Every Argument Every Timechartwick
The document discusses various types of logical fallacies that weaken arguments. It defines different categories of fallacies such as appeals to emotion, false dilemmas, genetic fallacies, and misleading uses of statistics. Specific examples are provided to illustrate each type of logical fallacy.
Critical Thinking: Win Every Argument Every Timechartwick
The document discusses various types of logical fallacies that weaken arguments. It defines different categories of fallacies such as appeals to emotion, false dilemmas, genetic fallacies, and misleading uses of statistics. Specific examples are provided to illustrate each type of logical fallacy.
Kay Caldwell - Critical Thinking, Analysis and Argumentmdxaltc
This document outlines activities to teach critical thinking and argument skills. It discusses developing critical analysis abilities and using them to construct effective arguments. The learning objectives are to understand critical thinking concepts, critical analysis techniques, and how to develop robust written arguments for academic and professional contexts. A series of activities are described to provide practice in skills like identifying arguments, applying analysis frameworks, and writing critically reflective assessments. Guidelines for critical listening are also presented.
This document discusses the key components of an effective argument. It defines an argument as a logical statement that offers support for a claim. The main parts of an argument are identified as the claim, support, and warrant. The claim states what is being argued, and can be a claim of fact, value, or policy. Support provides evidence or motivations to convince the audience of the claim. A warrant assures the logic connecting the claim and support. Effective arguments also employ logos, ethos, and pathos to establish clarity, trustworthiness, and emotional connection with the audience.
Critical thinking is defined as the process of actively and skillfully analyzing and evaluating information gathered from various sources in order to guide beliefs and actions. It involves 6 steps: 1) gaining knowledge through identification and description, 2) comprehending by explaining and summarizing, 3) applying knowledge to solve problems, 4) analyzing by breaking down information into parts, 5) synthesizing analyzed parts to form new theories, and 6) evaluating through ranking and appraising.
Critical thinking is reflective reasoning about beliefs and actions used to determine if claims are true. It traces to Socratic questioning in Ancient Greece and involves examining propositions to assess if they correspond to reality. Critical thinking requires skills like observation, interpretation, evaluation, and inference as well as intellectual traits like open-mindedness, integrity, and courage. The purpose is to use reason to improve the quality of thinking on any subject.
К качеству образования через технологию развития критического мышления (ЕДИНЫ...bRt4
К качеству образования через технологию развития критического мышления (ЕДИНЫЙ МЕТОДИЧЕСКИЙ ДЕНЬ) Только сражаясь с конкретной проблемой, отыскивая выход. - презентация
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
This document describes a person who, from childhood, knew what they wanted to achieve and pursued their dreams with persistence and optimism, becoming a successful TV presenter, author, and fashion designer through their intellect, creativity, and charm. It suggests they are now paving their way to Hollywood and sharing their talents with the world using a unique style and energetic personality.
A person writes a message to ducks three weeks later. They greet the ducks enthusiastically. They state that having more exciting holidays helps one do their job better.
7. Инвентаризация – составление списка известной информации; Рассказ-предположение по ключевым словам; Верные и неверные утверждения ; Перепутанные логические цепочки ; Парная “мозговая атака” , “мозговой штурм”; “ Толстые и тонкие” вопросы ; Графическая систематизация материала (кластеры, таблицы). Ученик вспоминает, что ему известно по изучаемому вопросу (делает предположения), систематизирует информацию до изучения нового материала, задает вопросы, на которые хочет получить ответы. Направлена на актуализацию уже имеющихся у обучающихся знаний по изучаемому вопросу, активизацию их деятельности, мотивацию к дальнейшей работе. Методы и приемы Деятельность учащихся Деятельность учителя
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13. «ЗУХ» Особое требование- з аписывать сведения, факты или понятия только своими словами. З (знаю) У (узнал новое) Х (хочу узнать)
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22. Фишбон Слово «Фишбон» дословно переводится как «рыбная кость». Применяется на этапе вызова. Важным этапом станет презентация заполненной схемы.
23. . 1. В нижнем прямоугольнике в записывается формулировка проблемы. 2. Учащиеся выделяют причины и аргументы, подтверждающие их предположения. 3. Учащиеся синтезируют вывод, который записывается в конечной части рисунка.
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