Reflection: Connection to Prior Knowledge Faulty Logic: Self-Contradictions - Section 3: Sharing our Advertisements

 

      In order to teach this lesson effectively, I had to begin with what students already know.  My discussion of faulty logic begins with a discussion about opposites, a concept students are familiar with.  I explained to students that faulty logic creates an opposite reaction to what is intended. We role played an argument where one person is so angry and flustered that he is not making sense.  For example, one student said that she wasn't allowed to eat the cookies that her mom baked for expected visitors.  Her mom told her that the reason she could not eat those cookies was because it was too delicious to eat alone.  It is better to eat with friends.  She said that her mom did not makes sense.  So, it must be faulty logic.  Furthermore, mom was contradicting herself by saying the cookies were delicious, so you should not eat them.  Having these types of discussions of familiar experiences help students to comprehend the complex task that I asked them to do, which is to create an advertisement depicting self-contradiction. 

     Students draw from prior experiences of nonsensical arguments to scaffold into the more abstract concept of Self-Contradiction as a persuasive technique that contains faulty logic.  Their understanding of this concept contribute to their success in creating their advertisements, as noted in the  Contradiction Presentation video of a student explaining that her advertisement is the opposite of the intended meaning.

  Connection to Prior Knowledge: Self-Contradiction is the Opposite
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Faulty Logic: Self-Contradictions

Unit 16: Errors in Reasoning Examined
Lesson 2 of 11

Objective: SWBAT write examples of opinions with errors in reasoning about a given topic.

Big Idea: Students use critical thinking skills to detect faulty logic in arguments. Non-examples help students learn, too!

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