Professional Documents
Culture Documents
CONTENTS
1 Commentary
Muriel Harris, Ph.D.
Motivating Students to
Participate and Learn
Vo l u m e
I s s u e
M a y
2 0 0 2
Classroom
Dr. Robert J. Snyder
8 Staging an Event as a
Learning Experience
Barbara Mueller
10 Critical Thinking
Helping Students
Stanley J. Kajs,
Editor/Publisher.
Contact us at
editor@thesuccessfulprofessor.com
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Helping Students
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The Concertatio:
What a Way to
Review for a Test!
Stan Kajs, Ph.D., TSP Editor
Play
Question/Answers/Challenges: The captain
who chose his or her first team member
second may begin the play by either asking
or answering the first question. The person
who asks a question selects any individual
on the opposing team to answer. The person
selected has one minute to give the answer
or to challenge the questioner. The person
asked may request the question be repeated
or clarified but may not ask for hints or clues.
Nor may this person receive assistance from
team members. Before answering the question,
this person must respond by making one of
continued on pg. 4 ..............
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The Concertatio
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Seven Strategies
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Seven Strategies
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Blackboard
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Blackboard
Staging an Event as a
Learning Experience
Barbara Mueller
Assistant Professor of English
Cerritos College
Norwalk, California
bmueller@cerritos.edu
Class, we will begin by doing some visualization, so take a deep, cleansing breath, and
relax your mind. Ready? I want you to
visualize the best learning experience you
had in primary or secondary school. What
do you see? Uh, oh. I hope you didnt draw
a blank. However, think of this: Can you
remember a time when you were learning
something because you were doing something? What significance does that event have
in relation to your overall learning process?
Special events can be profound markers
of life stages and passages. Birthdays, graduations, and anniversaries mark the rhythms
of our individual experience and parallel
the universal rhythm of seasons, of historical
and cultural traditions, and of current trends
and contexts. Acknowledgment of these milestones not only has deep archetypal roots, but
is also part of an evaluation cycle indicating
what came before, what is to come, and what
will come after. As educators, we are constantly looking for tools to facilitate learning.
Incorporating an event is a natural. And here
are the reasons:
An event can be linked to a learning community theme, question, and issue and matched to
appropriate learning objectives, goals, and
outcomes. Mostly ideas for events are like
fruit in season ready for the picking if we
just takes a trip around campus, see what is
being promoted at the local bookstore, look
at our calendars, consider student experience,
culture, or current trends, or consider the
issues of our disciplines.
An event connects students to community
in a way that celebrates. Celebrating is
something most college students do well
and frequently but mostly outside the classroom. (Homework, in fact, generally becomes
secondary to events). On the other hand, when
the homework becomes what students
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Staging an Event
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Critical Thinking
Beyond the Academy:
Using Interactive
Software to Help
Students Cope with
Problems of Living
Elliot D. Cohen, Ph.D.
Professor of Philosophy
Indian River Community College
Fort Pierce, Florida
cohene@popmail.firn.edu
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that scanning for fallacies confirms the computer adage junk in, junk out. Instead,
students are given credit for the completeness
and punctuality of their assignments.
The system of logic employed by BeliefScan and accompanying text discussed below
is non-technical in its formulation so that it
can be grasped by a wide variety of students.
As distinct from most other systems of logic,
it also incorporates fundamental principles
of cognitive psychotherapy, such as those
introduced by Rational-Emotive Behavior
Therapy (REBT). Incorporation of these
principles into the system aims at facilitating
student development of coping skills for
emotional stress (anxiety, guilt, anger, and
depression) and assertiveness. Utilizing these
principles, Belief-Scan provides feedback
on the specific fallacies and categories of
fallacies that may contribute to students' selfdefeating emotions and behavior.
When Belief-Scan locates or probes for
probable fallacies, it typically introduces
constructive standards for avoiding the fallacy
in question. For example, when a sample is
too small to support a generalization or it is
not representative, the system will convey
the need for sufficient number or diversity
in sample size. Similarly, when testing for
vague terms, the system will introduce and
explain definitional standards, such as noncircularity.
The Text
Caution: Faulty Thinking Can Be Harmful
to Your Happiness complements Belief-Scan
by addressing the same fallacy types and by
employing the same non-technical nomenclature and classification system. The concept
of a fallacy therein is itself defined in pragmatic terms as a way of thinking or reasoning
having a proven track record of frustrating
personal or interpersonal happiness. This
definition accordingly sets the stage for the
practical or applied mission of the course,
which is to bring logic to life.
At the end of each text chapter are many
exercises in the form of practice scenarios,
which are realistic dialogues containing types
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10
Critical Thinking
Fallacy Name
Type
Definition
Commission
Rate
Vague Terms
Meaning
4.52
Oversimplifying
Factual
4.35
Demanding
Perfection
Value Judgment
4.27
Damnation
Value Judgment
4.20
DerivingIf
from Then
Logical
3.44
Awfulizing
Value Judgment
3.33
Jumping on
the Bandwagon
Relevance
3.30
Hasty
Generalization
Factual
3.25
Unsupported
Explanation
Factual
3.08
False Either-Or
Logical
2.75
Table 1. Top ten fallacies amongst 31 students enrolled in a critical thinking class at Indian River
Community College, Fort Pierce, FL, Fall 2000.
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Critical Thinking
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