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Saving Summer: Disconnection Connection

Aziz Ansari recently put himself on an internet diet, and maybe the rest of us should follow suit.

I bought the full-meal deal from Freedom a year ago, and it’s been buggy ever since, and the customer support is confusing, but I’ll keep trying. I’ve tried to limit myself: making jewelry again, just reading (though it is on an i-pad/Kindle), and doing other things…but it’s been tough. All I’ve succeeded in doing is making a mess. This next week I’ll focus on finishing up the computer technology curriculum and nailing down the first few weeks of ELA. My schedule next year will be a bit different, and I’m trying to be flexibly- proactive. (Whatever that means!) It was time I went through my own digital hoarding and pulled out some of the best articles/ideas.

Let’s get our brains back:

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Saving Summer: Googling.

Recently a post on social media got to me to thinking: (well, overthinking? *shrug*)

After a thread and reflection, I am trying to answer some questions:

  1. Does context play a role in teaching (anymore)?
  2. Just about “everything” can be “Googled” – how do we navigate and help students find the correct information?
  3. What is the nature of teaching with abundant access to information and misinformation?

A post from the New York Times, “In an Era of Fake News, Teaching Students to Parse Fact from Fiction” discusses the challenges of teaching context.

One can, indeed, Google context about a topic. How deep down the rabbit hole should we go?

I get the statement: it’s intended to be for Depth of Knowledge Level One Yes/No kinds of questions, Costas’ level one knowledge, bottom rung of Bloom’s. However — these days the strata of misinformation abounds, and even yes/no questions can result in horrific results. And these days, it is life and death.

I needed my help from my friend Sharon to help ME get some context for this post, and she came to the rescue:

I tried a little experiment, suggested by my husband. I Googled “What are vaccines?”  and “Are vaccines good for you?” both level one questions that should result in facts or a yes/no.

Here is what I got with this first search statement:

(Note: most results are sound.)

 

Here is with search terms my husband tried:

This is when we start going to CrazyTown.

Questions, even with yes or no answers, can be inherently biased. People seek the answers their cognitive dissonance and biases want. “Google” Benghazi, Alex Jones, Pizzagate, etc. Heck, look up “president handshakes.” No, never mind. Don’t.

Google does its best to filter and promote factual information with its complicated algorithms and data. But Fake News is a violent, dangerous issue. I wish we could go back a decade at least when we could, with reasonable critical thinking skills, discern fact from opinion/fiction.

Here is something Sharon and I can fix, so look for a Part II. In the meantime

  1. Use DOK questions first to create an understanding and close reading of Google results. That way, when students are told to “Google it,” they must come away with a minimum of three credible sources.
    • Close Reading:
      1. Look at top searches
      2. Look at the date published
      3. Look at the publisher and media format: is it a credible news source? Blog? Credible Youtube channel or ‘just some dude?’
      4. Look at links and pingbacks
    • Know how search engines work
  2. Tap into the best Social Studies teachers you know — make sure any lesson on search engines include conversations about primary, secondary, and tertiary documentation and artifacts.
  3. Call upon the best ELA teachers you know to discuss point of view, perspective, fact, opinion, and truth
  4. Call upon the best Science teachers you know to help promote scientific research and how bias creeps in.
  5. Call upon your best Math teachers to discuss proving factual knowledge and a variety of algorithmic paths.
  6. Oh, and never forget Electives, PE & Health to talk about false and factual information that spreads on the internet. The arts and the curated effect of beautiful and lasting resources on the Internet for one and all.

So yes, don’t spend a lot of time teaching if it can be Googled. But teaching how Google works is teaching time well spent.

Oh, and I found this, and of course, can find its origins:

But don’t stop the nerd love:

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Saving Summer: Our country, tis of thee….

This September, right from the get-go, around Constitution Day (which falls on a Sunday this year), I shall share a unit on the Declaration of Independence, sparked by this exchange.  And it’s here, too. 

And from this thread, I learned so much.

So folks didn’t know that NPR’s annual reading of the Declaration of Indepence was just that: a reminder of what our nation is founded upon, what were the reasons for the Revolutionary War, and throwing over a tyrannous ruler.

Here is the first draft of potential discussions, lessons, etc.

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Saving Summer: Fake News (Revised)

 

via GIPHY

(Northwestern me in the summer…)

For summer, between walks and mini extensional crisis, I shall produce a series of posts designed to curate some of the key and critical ideas.

First up: Fake News.

A few weeks ago, I fell trap to a fake news story. As my husband says, the amygdala is the boss. Wait. The Amygdala is the Boss. My amygdala took over, after the daily onslaught of anxiety-dipped 31-flavors of horrors froze my brain, and I posted a story (about a hate crime that may or may not had taken place) and a friend (whom I frequently joust with regarding politics) called me out on it. Imagine my embarrassment. However, our unwavering vigilance needs reinforcement, what with the take-over of multiple news outlets spouting the same thing, the news is no longer journalism but continued, biased rhetoric.

The Resources and Lessons:

Possible teaching point:

Gathering credible, verifiable information is critical in making decisions, including life or death decisions. Understanding how writers and sources manipulate readers into believing falsehoods and lies are critical to survival. In order to know the difference between truth, facts, and opinions, and fake news from credible journalism, many factors must be understood and analyzed. 

  1. Find four news stories, two fake or questionable, and two from a reputable site.
  2. Review Fact, Opinion, and Truth.
  3. Discuss how fake news uses all three to bolster their credibility.
  4. Use the Fact, Opinion, and Truth annotation/note document. Change the left column into the articles you’re using.

And I got this link from the Notice and Note site:

http://factitious.augamestudio.com/#/

 

Other ideas:

  1. Have teams of students challenge each other with fake and credible news stories and determine which ones are which.
  2. Students find important articles and discuss why people want to believe them. What is the nature of these beliefs? Fear? Cultural? Monetary? Then – have students write credible journalism to counter the fake.
  3. Make it matter: students need to be able to share what conspiracy theories they think might be real and do the research.

Disrupting Thinking: Why How We Read Matters by Kylene Beers and Robert Probst

 

Add graphic literacy, too!

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Los Zumbis de Washington

 

via GIPHY

This will be a long post: I am retracing my steps on the creation of a unit. TL:DR: Zombies and survival themes are great for 8th-grade students. E-mail me if you want resources or have questions.

One of my teammates Nate had a fantastic idea for argumentative work:

Zombies.

With the help of my teammates Nate, Sabrina, and the Notice & Note social media site, especially Beth Crawford, we unleashed zombies. Trying to put together a unit without common planning or time to meet (each of us is in different phases in life: I could work on units all weekend, and I did over mid-winter break, but it’s better to collaborate with trustworthy, competent folks). We did the best we could, and it needs tweaking and refinement, but out of the box—not too shabby!

I put the call out to Notice and Note and received many great ideas. Beth Crawford followed up with Google docs resources, etc. Some things had to be left behind, and some were added without assessment concepts nailed down. But then again, when you’re dealing with flesh-melting concepts, it’s hard to nail anything down.

Took pics after Zombie Tag and created a Walking Dead look using Snapseed.

The Lumbering Steps:

  1. Overview: this needs work, no doubt: 
  2. Personality Inventory (aka “Body Armor”)
    • Rationale: students would discover their own personality traits, both figurative and literal, that add positive benefits for working with other partners. The goal was to have them create a personality inventory and share their strengths and advantages with others.
    • What worked: students like knowing where they fell on a quasi- Meyers-Briggs scale and gamer’s quiz.
    • What needs to be better: more time, and more explanation on how their inventory works with other personalities, or what pitfalls they might encounter. Critically thinking about attributes is one of the most difficult things to do.
    • We first used this document:
    • But then I changed my students’ work to thinglink.com
  3. Top Ten Survival Items
    • Partner: pare down to fifteen items out of the twenty: You know you’ve succeeded when a group of kids argues about duct tape versus rope for twenty minutes.
    • Rationale: coming up with important items in times of scarcity for survival, and perhaps how to plan ahead (we are in earthquake territory, after all)
  4. Annotated Bibliography
    • Rationale: having students curate their resources for research using an annotated bibliography would help them understand the importance of discerning and critiquing articles closely and carefully.
    • What worked: It served the purpose of getting kids to read, and by golly, they did really try: not sure how many I have turned in, but I know many of them were engaged in this. As soon as I re-introduced it as a “playlist” of a topic, the lightbulbs went off!
    • What could be better: more time to read articles together, and more focus on truth, opinion and fact lessons.
    • This is a poster my friend Sharon Clarke and I put together on our collective wisdom:

      Sharon is the best.
  5. Integration:
  6. What worked about integration: we barely scratched the surface. Maybe next year we can get the whole school involved.
  7. Writing: the partner teams had to write a collaborative ‘end of world’ scenario. This writing will appear on their shared PowerPoint.
    • What worked: they got this, mostly.
    • What could be better: More time. (Seeing a trend here?) Students didn’t have time to fully craft their POV points in the story: the plan was to have them create a story together, and then write a first-person narrative on what they were doing when everything fell apart, and how they eventually met up and survived. Students who love role-play and writing jumped right on this: students who are not quite patched-in with their own creativity didn’t. But as all good growth mindset conversations end: YET.

8. Zombie Partner Shared PowerPoint: The partner created a shared PowerPoint with many of these pieces. One aspect was the “film” slide: add any multimedia possible that goes along with survival or zombies, or film themselves. Some kids used their webcams and shot pics/videos, others found videos on YouTube, etc.

9. Article Links samples:

Here are some articles, etc. I gathered so students could choose for their annotated bibliography:

There were more, most I posted in ActivelyLearn and Canvas.

What I didn’t get to do: a handcrafted survival guide. 

Sigh.

Maybe next time.

What we will do: next week before spring break, I am giving them a choice of three writing prompts that are directly connected to SBA Brief Writes:

Mrs Love Zombie Presentation Final Survival

Please let me know if you have questions, or want to add to this awesomesauce.

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