Toulmin Model Stephen Toulmin, originally a British logician, is now a professor at USC. He became frustrated with the inability of formal logic to explain everyday arguments, which prompted him to develop his own model of practical reasoning. The first triad of his model consists of three basic elements: A claim is the point an arguer is trying to make. The claim is the proposition or assertion an arguer wants another to accept. The claim answers the question, "So what is your point?" example: "You should send a birthday card to Mimi, because she sent you one on your birthday." example: "I drove last time, so this time it is your turn to drive." fact: claims which focus on empirically verifiable phenomena judgment/value: claims involving opinions, attitudes, and subjective evaluations of things policy: claims advocating courses of action that should be undertaken Grounds refers to the proof or evidence an arguer offers. example: "It looks like rain. grounds can be based on: warrants can be based on:
Customize Handbook | National Core Arts Standards The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play. The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Inclusion Guidelines
Models -- Instructional Design The Taxonomy Table -- Faculty Resources -- OSU Extended Campus -- Oregon State University How to Write Objectives Adapted from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Lorin W. Andersin, David R. To dispell the confusion between the means and ends of instruction, contemplate these definitions: Ends Objectives describe intended results, outcomes, and changes. Means Instructional activities, such as reading a textbook, listening to lectures, conducting surveys, and observing field work, are means by which objectives are achieved. For an objective or outcome to be measurable, learning a fact, concept, or procedure is implied. Examples taken from OSU Extended Campus distance courses are attached to each category in the Cognitive Process Dimension and the Knowledge Dimension in the taxonomy table below. For consultation regarding writing objectives and activities for distance courses, please contact: Dianna Fisher, Director of Project Development & Training Office: (541) 737-8658 Cell: (541) 230-4029 Extended Campus
Core-Music-Standards-EUs-EQs-Definitions.pdf Operation ARIES! Professors wanted a better way to teach the skills of critical thinking and scientific reasoning, students wanted engagement and video games, the answer: Operation ARIES! Operation ARIES! The training proceeds in three stages: the Training Module, the Case Studies Module, and the Interrogation Module. In the Training Module, students learn about science by reading the Fuath's Guide to the Bean's World of Science that was written by aliens (the Fuaths). The game covers 21 scientific concepts shared among psychology, sociology, biology, and chemistry.
Standards The National Coalition for Core Arts Standards (NCCAS) is seeking educators interested in serving on a team that will benchmark student work generated by the 2015 Model Cornerstone Assessment Pilot Project. Applications, including a résumé or CV, (three page limit) highlighting experience in arts assessment will be accepted through Friday, April 24, 2015, at Members of the National Core Arts Standards or MCA writing team members are not eligible to apply. The Core Music Standards are all about Music Literacy. Creating,Performing, andResponding. These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. Students need to have experience in creating, to be successful musicians and to be successful 21st century citizens. Students need to perform – as singers, as instrumentalists, and in their lives and careers. More Information… Additional Resources, Copyright, and Credits
Critical thinking activity game for high,middle school,college students,problem solving skills games Shift 2 for kids,adults Shift 2 is a totally addicting brain-teasing puzzle platformer game for all ages which helps develop your logic / analytical thinking skills (A puzzle platform is a jumping puzzle game where the key objective involves solving puzzles or riddles). Make your way through the maze (labyrinth) to earn your trophy, turn your world around, and challenge and develop your problem solving skills. The objective of the game is to reach the key to unlock the door in order to proceed to the next level. Important – Falling on spikes will hinder your progress. You can clear your saved data at any time by clicking on the ‘Clear data’ icon. How to Play: Use the Arrow Keys on your computer keyboard to turn right and left.
Ohio Fine Arts Model Curriculum The K-12 Fine Arts Model Curriculum lines up with and expands on Ohio’s Fine Arts Learning Standards for dance, drama/theatre, music and visual art. The Model Curriculum along with the standards is intended to guide arts educators and school districts as they design instructional lessons and local courses of study. The 16 links that follow provide access to the curriculum model by arts discipline and grade cluster. To view and access a document: Select your arts discipline—dance, drama/theatre, music or visual art—along with the grade cluster of interest—K-2; 3-5; 6-8; and HS (High School). Open the document and note it starts with the standards for your selected arts area and grade levels; View the model curriculum by standard--hold your curser over a standard blue code link (E.g. 1PE, 2PR) and click to open the related model curriculum page; or, Open your selected document and scroll to view all the model curriculum pages for the arts discipline and grade levels.
Fallacies A fallacy is a kind of error in reasoning. The list of fallacies contains 209 names of the most common fallacies, and it provides brief explanations and examples of each of them. Fallacies should not be persuasive, but they often are. Fallacies may be created unintentionally, or they may be created intentionally in order to deceive other people. An informal fallacy is fallacious because of both its form and its content. The discussion that precedes the long alphabetical list of fallacies begins with an account of the ways in which the term "fallacy" is vague. Table of Contents 1. The first known systematic study of fallacies was due to Aristotle in his De Sophisticis Elenchis (Sophistical Refutations), an appendix to the Topics. The more frequent the error within public discussion and debate the more likely it is to have a name. The term "fallacy" is not a precise term. Real arguments are often embedded within a very long discussion. 2. 3. 4. 5. Fallacy labels have their use. 6. Heap
McTighe-handout-Common Core and Understanding by Design Fallacies Dr. Michael C. Labossiere, the author of a Macintosh tutorial named Fallacy Tutorial Pro 3.0, has kindly agreed to allow the text of his work to appear on the Nizkor site, as a Nizkor Feature. It remains © Copyright 1995 Michael C. Other sites that list and explain fallacies include: Constructing a Logical Argument Description of Fallacies In order to understand what a fallacy is, one must understand what an argument is. There are two main types of arguments: deductive and inductive. A fallacy is, very generally, an error in reasoning.
Arts and the Common Core