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Worksheets77_101
Total questions: 25
Worksheet time: 14mins
What problem is there with the following argument? I have all my best ideas in the shower. I need to regularly have good ideas when I am at work. Therefore, I need to have numerous showers during the day in order to perform well at work. Check one options.
Nothing. It is a good argument.
The premises are false.
The premises are not connected.
The conclusion is not the most logical outcome from the premises.
What type of argument is this? Social housing should be considered an opportunity to move past current market-based methods of organizing shelter for people, rather than as a burden for governments. Check one option.
Dissociation argument
Co-existential argument
Generalization
Causal argument
What type of argument is this? The current crisis with homelessness in Dartshire, our sister city in so many ways, is an important lesson to us here. The same problem could well occur here too if city hall doesn't provide more options for those without accommodation in the near future. Check one option.
Quasilogical argument
Generalization
Co-existential argument
Argument from analogy
Check one option.
Every sentence
Sentences 1, 2 and 3
Sentences 3, 4 and 5
Sentences 3, 4, 5 and 6
Check one option.
Yes, because it is a conclusion to the argument.
Yes, because it links the previous premise with a new premise.
No, because the antecedent (the 2nd part) of sentence 4 does not become the precedent (1st part) of sentence 5.
No, because it doesn't use 'if' in the precedent (1st part of the sentence).
Choose one option.
To prove a point
To refute an idea
To warn the audience of a terrible mistake
Slippery slope
Check two options.
It is not the most logical outcome of the premise.
It does not use necessary hedging, or cautious, language.
Nothing, it is a good argument.
The conclusion is not a logical consequence of the premises.
Check two options.
The premises do not logically follow each other.
The premises do not present the most logical progression.
There are too many generalizations and assumptions for the argument to be convincing.
There is no conclusion.
which part of the Toulmin model of argumentation?
Backing
Evidence
Qualifier
Warrant
"This right to shelter applies in almost all cases of unoccupied properties" is which part of the Toulmin model of argumentation?
Evidence
Rebuttal
Claim
Qualifier
"The right to shelter is an inalienable human right" is which part of the Toulmin model of argumentation?
Backing
Claim
Evidence
Rebuttal
Which of the following are characteristics JUST of critique?
Check three options.
1. A structural rather than just an individual worldview
2. Focussing on power and inequality
3. Questioning assumptions
4. Socially and politically active
A common focus of critique is on unjust ideologies. Which of the following views on unjust ideologies are features of critique, according to the lecture? Check two options.
1. Unjust ideologies are only found in politics.
2. The influence of unjust ideologies can be seen in thinking and theory itself.
3. Unjust ideologies help maintain unequal power structures
4. Unjust ideologies are created by individuals who want to control the people.
In which of the following faculties would you be more likely to find critique as a way of understanding and analyzing the world? Check two options.
1. Computer Science
2. Literary Studies
3. Education
4. Biology
Which of the following should you include in a reflection?
Check four options.
1. Possible answers or solutions
2. A detailed description of your day leading up the specific experience
3. In-depth critical analysis of an argument
4. Review and analysis of a topic, practice, theory or experience
5. Questions about a topic, practice, theory or experience
6. Research and evidence
1. Possible answers or solutions
4. Review and analysis of a topic, practice, theory or experience
5. Questions about a topic, practice, theory or experience
6. Research and evidence
Now, consider just this section: "While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least." Which stage of Baker's (1996) critical reflection is this an example of?
Significance
Implications
Identification & description
Now, consider just this section: "While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to revaluate our practice; to, in effect, become aware." Which stage of Baker's (1996) critical reflection is this an example of?
Significance
Implications
Identification & description
For a piece of reflective writing, where should you begin?
With an experience or event that raised questions or demonstrated a gap in your knowledge
With an object
In front of the mirror
With something you have recently learned
Which of the following statements from this text is the Claim?
There is none.
These cases clearly demonstrate that laws against squatting on private property should be tightened.
There are numerous examples of people struggling to remove squatters due to the inadequacy of the law.
... these changes would only apply to private property to retain people's right to protest on public land.
Which of the following statements from this text is the Warrant?
There is none.
These cases clearly demonstrate that laws against squatting on private property should be tightened.
There are numerous examples of people struggling to remove squatters due to the inadequacy of the law.
... these changes would only apply to private property to retain people's right to protest on public land.
Another example of the responsibilisation of homelessness can be seen in an article in the Southern Messenger (Diaz, 2011). A narrative of individual self-help, supported by the newspaper's advertisers, is told, ignoring the broader systemic nature of homelessness.
Which feature of critique, outlined in lesson 5.3a, can be found in the theorist's writing?
Unjust ideologies maintain unequal power structures.
The university is an agent of change rather than just a place to transmit thought.
A structural worldview is needed, where individual issues are socio-political phenomena.
Theory is never neutral, but either maintains or challenges unequal power structures.
Narratives of individual responsibility, such as the Southern Messenger article, serve to redirect blame towards the homeless for their fate. This ideology then reinforces how the broader housing system, that prioritizes the exchange-value of houses on the market rather than their use-value as accommodation, creates a homeless underclass.
Which feature of critique, outlined in lesson 5.3a, can be found in the theorist's writing?
Unjust ideologies maintain unequal power structures.
The university is an agent of change rather than just a place to transmit thought.
A structural worldview is needed, where individual issues are socio-political phenomena.
Theory is never neutral, but either maintains or challenges unequal power structures.
If this was successful then it would mean more people experiencing homelessness received the support that they needed.
Check one option.
A. All of them
B. 1, 2, 3, 4 and 5
C. 1, 4, 5, 6 and 7
D. 4, 5, 6 and 7
If this outreach was successful then it would mean more people experiencing homelessness received the support that they needed.
Check one option.
A. (1) B. (2) C. (3) D. (4)
E. (5) F. (6)G. (7)
A. (1)
B. (2)
C. (3)
D. (4)
Which of the following sections of the text does the student talk about the significance of the event or experience?
Check two options.
1. While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to re-evaluate our practice; to, in effect, become aware.
2. While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least.
3. Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that "an uncritical stance towards our practice sets us up for a lifetime of frustration" (para 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me.
4. What we had learnt in our education theory courses didn't quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the "meaning and significance" (para 2) I intended for the lesson to what the students took from it.
