Andrew Komasinski - Class Information - Critical Thinking

This is the eighth time this class has used the V3 flips (https://g.komasin.com/z/ct). In this class, I taught English majors critical thinking remotely with the assistance of 4 TAs. I added two new items in this class: (1) A notes tool that enabled students to track what happens in the lectures and (2) Enhanced versions of content on the problem of induction and reported information.

This is the seventh time this class has used the V3 flips (https://g.komasin.com/z/ct). In this class, I taught English majors critical thinking remotely with the assistance of 4 TAs. I added two new items in this class: (1) A notes tool that enabled students to track what happens in the lectures and (2) Two new items on cause versus correlation and reported information.

This is the sixth time this class has used the V3 flips (https://g.komasin.com/z/ct). In this class, I taught non-English majors critical thinking remotely with the assistance of 4 TAs.

This continues the online use of V3 (https://g.komasin.com/z/ct) and online worksheets with personalized feedback. The main topics are making and evaluating arguments, deductive arguments (standard forms and validity), inductive arguments (generalizations, arguments by analogy, and strength). This new set addresses common student questions such as explaining the conditional and better explaining what makes inductive arguments "strong" or "weak."

This is the fourth time this class has used the V3 flips (https://g.komasin.com/z/ct). In this class, I taught non-English majors critical thinking remotely with the assistance of 3 TAs

This version continues working with V3 (https://g.komasin.com/z/ct). Due to the COVID situation, the worksheets have been moved online, providing valuable feedback for each question. The main topics are making and evaluating arguments, deductive arguments (standard forms and validity), inductive arguments (generalizations, arguments by analogy, and strength). This new set addresses common student questions such as explaining the conditional and better explaining what makes inductive arguments "strong" or "weak."

This version works from the third version of flipped lectures (https://g.komasin.com/z/ct). As in previous versions, the main topics are making and evaluating arguments, deductive arguments (standard forms and validity), inductive arguments (generalizations, arguments by analogy, and strength). This new set addresses common student questions such as explaining the conditional and better explaining what makes inductive arguments "strong" or "weak."

For this version of critical thinking, I created an updated set of flipped lectures (https://g.komasin.com/z/ct). As in previous versions, the main topics are making and evaluating arguments, deductive arguments (standard forms and validity), inductive arguments (generalizations, arguments by analogy, and strength). This new set addresses common student questions such as explaining the conditional and better explaining what makes inductive arguments "strong" or "weak."

In this class, I taught critical thinking using a flipped class approach (https://g.komasin.com/z/ctv2) to a group of mixed major non-native speakers. The major topics were general principles for arguments, basic sentential logic, and arguments by analogy.

In this version of critical thinking, I used the second set of flips (https://g.komasin.com/z/ctv2) to teach a group of English majors. The main topics were general argument rules about clarity (concise, consistent, concrete, following a natural order, avoiding loaded language), deductive arguments (standard forms, the concept of validity, testing for validity), and inductive arguments (argument by analogy and generalization).

This was my seventh time teaching Critical Thinking. In this class, I taught first year English majors using the second version of flipped videos (https://g.komasin.com/z/ctv2) and constantly improving worksheets.

This was the sixth time I taught this course. It followed largely the same outline as the previous semester. Again, we used a flipped class format (https://g.komasin.com/z/ctv2).

This was the fifth time I taught critical thinking to students at Hokkaido University of Education as a required English class for first year students. Using Version 2 of the flipped content (https://g.komasin.com/z/ctv2), I taught general rules for arguments and the concepts behind deductive arguments.

This was the fourth time I taught critical thinking to non-native speakers. For this class, I made a new set of flips covering the entire course (https://g.komasin.com/z/ctv2). These online lectures each have views in the hundreds with the most popular being my presentation of argument by analogy.

This was the last time using version 1 of the flips. In this version of the class, I placed some lectures that were more developed online and continued to present the material that students found harder to understand again in class.

This was the second time I taught Critical Thinking in English in an EFL environment. For this class, I made it a flipped class by putting videos on youtube (https://g.komasin.com/ctv1) and using the class time to help students make progress on worksheets.

This was taught as a general education English class. This was my first philosophy-lite class for non-native speakers and required some rather large adjustments in terms of what students could do.

This was my first time being the sole instructor for a course, Critical Thinking at Loyola Marymount University. I hewed too closely to the textbook and didn't do enough to make the class my own.