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Silvio Ndoja

on 7 April 2014

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Transcript of MRI:

Silvio, Brandon, Kevin
MRI: Critical Appraisal of Information
The media provides us with much of the information that we consume
Students learn how to critically review challenge information
Day 1
Students read controversial media article excerpt on Vertical Farming - 5 mins
the premises of arguments presented to them

between the truthfulness of the information presented in an argument and the way in which the argument is presented

the above two skills in critical appraisal to secondary literature with respect to the primary literature

Make students aware of the nature of information presentation
Day 2
Day 3
Media does not always portray information correctly

Media can sensationalize headlines
General Template of our Days
~ 20 minutes of teaching (through group work)
Why would this interest a first-year student in Science 1A03
Allow them to develop a skill that they can use generally in their lives
Make their understanding of appeals of presentation more concrete
~ 30 minutes of group work (mentor facilitated, students complete task)
Introduction to concepts in both the Earth Sciences and Psychology that are relateable
Intended Learning Outcomes
Day 1
Students watch video - 3 mins

TA's/mentors lead class wide discussion on evaluation of secondary sources through example - 20 mins

Students given a news article with a corresponding graph and tasked to assess the accuracy of the media's portrayal - 30 mins
Students watch videos which implicitly demonstrate peripheral and central appeal of argumentation and discuss (Miller, 2013) - 8 mins
Students will be evaluated on their ability to generate questions which critically assess the portrayal of science in the media and the methods of the portrayal.
Mentors lead discussion on the specific psychology behind the appeals of argumentation - 20 mins
Students watch final videos (climate change) and complete worksheet evaluating use of appeals (Acar, 2008) - 22 mins
Overview of our 3 days
Day 1:
Students will QUESTION the premises of arguments presented to them

Day 2:
Students will DISTINGUISH between the truthfulness of the information presented in an argument and the way in which the argument is presented.

Day 3:
Students will APPLY their critical appraisal skills (developed on days one and two) to both primary and secondary literature
Small group discussions (Froyd, 2008) - 7 mins
In groups, students write brief paragraph evaluating the article's arguments - 18 mins
Small group discussions, facilitated by mentors (Froyd, 2008; Wang, 2000) - 10 mins
Class-wide discussion (Brookfield & Preskill, 1999) - 7 mins
Full transcript