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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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Questioning Authority: How to use questions/discussions in reading


I will stay married to my husband for as long as we both shall live. Yes, we made altar-born promises, but what gives us the stamina is really this:  no one is as interesting or as insightful as I find him to be. He is inquisitive, and questions/seeks answers. I have learned more about the core of teaching , the heart, of Language Arts from him than just about any resource or expert. If we are watching a movie, even it’s a silly ‘no brainer’ like Point Break, we have so much fun dissecting and anaylyzing the antagonist friendship between Johnny Utah and Bodhi. We were flipping through trailers the other night, and when it came to the final two Harry Potter movies, I must admit I got a little misty–my son asked why, and I said it’s because I read the books. (He and my husband were reading those together, but time got away from them. Probably because we were watching Point Break.) Here’s where it gels: we need each other to talk about what we’re seeing, and feel safe to question/discuss our world around us. Questioning texts/media is not an adjunct to critical thinking; it is critical thinking.

One of the more successful lessons a few years back was having students write their own questions about the books they were reading. But teaching the art of ‘questioning’ comes first. It’s all part of Bloom’s, Costa’s, and a myriad of other resources. A caution: try not to dismiss the foundational ‘knowledge’ step while climbing up the taxonomic mountain. Students will adjust the pace of their critical thinking climb, but knowledge is an important step.


“The main character of this novel is named Hannah.”


“Okay, now you’ve defined the word — now explain it in your own words, and develop some comparing words and some contrasting words. Remember our ‘cupcake’ versus ‘brocoli’ comparison.”


“Mom, do you know how straws work?” Well, we learned in Science class about air pressure…”


“Cinderella was really kind of a doormat, I mean, why did she take that kind of abuse from her stepmother and stepsisters?”


“A fable’s purpose is really to use personification to describe common, universal human traits, while a fairy tale really uses magic and human wishes/desires to empower children.”


“Let’s combine what we heard in the newspaper story and our novel–what would our perspective be, combining these main ideas, in an original story?”


“I really love this painting you created based on that poem; it really speaks to me.”

Questioning Resources

Finding a variety of questioning resources is as easy as stubbing your toe on a coffee table; it’s the pain afterward that’s bothersome. Students who begin to have those enlightened moments while questioning texts are the reason I teach, to stay with for the long haul, because someday they and their partners in life may be analyzing Point Break. No need for marriage counseling.

Some on-line resources: (What I don’t like about this one is its connotation that knowledge is “basement” or “low level.” All knowledge is a good, but it is a handy chart.)

This one helps with integration of content areas:

I have so many questioning resources: if you would like to share yours, or talk about questioning specific texts, please e-mail me! You can send a comment to this blog, too!