Logical Fallacy Lesson

The following lesson is one that I most proud of. The lesson was taught over a two week period, and the objective was for students to learn 10 logical fallacies in order to improve their ability of analyzing arguments. Their task was to create a video example of one logical fallacy.

The Process

The two images below show students hard at work. It almost made me tear up when I overheard and saw students problem solving right in front of my eyes. Here, a group is using the whiteboards to show the actress her lines. She was struggling to remember her lines and they were worried about her reading them off of a paper and not maintaining eye contact with the camera. And then, BOOM! A student had the idea to use the little whiteboards. GENIUS!

The Finished Products!

I was most proud when my students turned in their work. They amazed me. I felt this lesson would be a hit or miss, considering I was using green screens for the first time. And I was afraid it would be a miss. But, it was a HIT. I had groups who struggled and are still struggling, groups who struggled and overcame the hurdle, and groups who simply excelled from the get go. They had fun working on this project, and I could see it in their faces. The excitement they got when they saw the background come to life on the green screen was magical; and then the laughter when their partners got in front of the screen was a hilarious ordeal. On my end, I have a couple of kinks to work on and various ways to improve the lesson, but overall I am proud of this lesson for the following reasons:
  • students have fun
  • students had choice
  • students collaborated
  • students problem solved!
  • students struggled, but came out on top
  • students asked for help
  • students watched videos to learn new tools (WeVideo, Do Ink)
  • students went outside of the classroom
  • students practiced their SPEAKING VOICES
  • students shared their videos with one another
  • students cheered one another on
  • students HELPED other groups
  • students HELPED their own group members
  • students were CREATIVE
  • students COMMUNICATED