Team+3

Dave Lennon, Central Berkshire Derek Pizzuto, Shrewsbury Robert DeLossa, Lowell


 * __Essential question__:** How do you teach students to safely and effectively evaluate online material that relates to current events that may be highly controversial and have radically different online opinions and constituencies…? (…in order to expose them to multiple points of view in order to gauge authorial intent in written text regardless of medium.)

Goals to cover:
 * student will be able to critically assess perspective in website
 * student will be able to identify the key features on a website necessary to make an initial determination of validity / perspective / accuracy:
 * identify authorship
 * identify purpose
 * student - based on web article content and features - can identify author’s purpose and support it using evidence in text.

 Ideas Begin with interpretation of images apart from context - drone, fighter (Taliban member, etc.), poppy seeds - anything that can be open to multiple interpretations. Initial group discussion of meaning behind image. Share, then explore website that uses image in context and evaluate how context shapes meaning.

Procedures:

Start with web analysis basics: The CRAAP Test: media type="custom" key="6451845"

1. MLK example: Teacher walk-through critical concepts

media type="custom" key="6450073"

2. Technical training on VoiceThread

3. Discrete image analysis by different small groups (2 groups have the same image from different websites with opposite POVs) - using VoiceThread to record analysis (each student has to contribute one comment/question on the image or text quote and comment on two other students' comments or questions) [Mark - social networking pro/con; Derek - Contemporary Afghanistan; Rob - Boston Busing riots of 1972)

media type="custom" key="6446851" //example of an analysis of a target picture analysis with Voice Thread//

Instructions: View one of the pictures in this voicethread. Discuss its meaning in your group: What is going on? What is the message of this picture? Once you have added one interpretation to the thread, click the link below the picture and read the article. media type="custom" key="6451877"

4. Website analysis of the originating website (capture a screenshot with Jing and add comments, graphics, etc.; students will have worksheet from #1 to use for this stage)

How does the article affect your interpretation of the image? In what way does context shape meaning?

[|Boston Busing Website#1] [|Boston Busing Website#2] [|Boston Busing Website#3]

[//These are .pdf grabs rather than active sites; active sites would be used in the actual lesson.//]

5. Compare/contrast analyses in 3 & 4 with conclusion about understanding website context and its application to information obtained online

6. Demonstrate mastery by creating an example (based on the core content) that mirrors what teacher did in #1 and lead the class through your example.

Need: content material (current situation in Afghanistan and post-'78 history; history of Boston Bus conflict; etc.); instructions; LP for unit; rubrics

Target audience grades 8-12

Time on task (full units): 4 to 6 lab days ; 1 day teacher prep


 * MASSOne Portal Lesson Plan Pdf**: [|Lesson Plan]


 * TPACK profile**

//Technology//

• Assume that students have familiarity with the computer and using browsers • Assume that students have basic knowledge about using search engines • Students will learn to evaluate more fully their use of search engines • Students will be introduced to the use of VoiceThread for commenting on shared media • Students will show mastery of website analysis (for authorial POV) and VoiceThread for group commentary.

//Pedagogy//

• Access prior knowledge (web, browsers) • Scaffold and chunk analysis of meta-textual intent (authorial intent and POV on websites) • Multi-modal approach (visual, graphic, non-linear and linear responses) • Skills and content both correspond to MA Curricular Frameworks (ELA, Soc Studies, Technology)

//Content//

• Framework for multiple contents (in our case, either the current crisis and war in Afghanistan or Boston’s enforced busing in the 1970s and the resultant crises there) • Initial examples focus on a White Supremacists’ website on MLK. Student knowledge of MLK’s importance to civil rights in the United States is assumed. • Teacher must have comprehensive knowledge of multiple points of view of the central subject matter • Teacher must previously identify common elements from websites that have intrinsic opposing points of view • It is assumed that students will have had a prior introduction to the central content, but that introduction will not have been further developed with discussions of multiple points of views of the subject. • Students will show mastery of the content by copying the teacher’s initial introduction to the core problem in the MLK presentation. Synthetic (higher order) thinking skills are shown by analyzing new website material to model a new presentation based on new website material on a different subject.

Inquiry Product Design

Second - Group based - start with image / snippet go to context then to authorship and purpose Third - Research phase - assignment based on finding an article and evaluating it for topic. Extension - student could have to create an image / snippet - selected from a website - that, when taken out of context, has a different meaning.
 * First - walkthrough - MLK as whole class.


 * Tech training required:**
 * **context & authorial intent - during MLK**
 * **Key website features**
 * **Critical questions to ask as one evaluates a website**

 design short presentation - google search results and key features - what is the the site (URL)? The description? the heading? How do you know if it is an ad?

Potential Sites
 * =====[] - **PHENOMENAL learning modules for various aspects of Net use / site evaluation, etc.**=====
 * http://www.multcolib.org/homework/webeval.html basic qs to ask when evaluating pages
 * http://muse.widener.edu/~tltr/How_to_Evaluate_9.htm - flash for website eval
 * http://www.procon.org/ - Database of “controversial issues”
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://www.lite.iwarp.com/CoiroCritEval.html - Instructional Strategies for Critically Evaluating Online Information
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://ctell1.uconn.edu/somers/quag.htm - Internet Reciprocal Teaching Strategies for Critically Evaluating Websites
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://archives.techlearning.com/db_area/archives/TL/200103/webliterate.php - Alan November article on Teaching Kid to be Web Literate
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://youarenotsosmart.com/2010/06/23/confirmation-bias/ - Nice article on confirmation bias
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://voicethread4education.wikispaces.com/ - Voicethread in Education wiki
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3 MLK Sites for bias lesson:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html -- Nobel prize - well documented site
 * http://www.martinlutherking.org/ -- white supremacist site - bias con
 * http://www.thekingcenter.org/ -- the King Institute - bias pro
 * http://mrpsela.notableapp.com/website-feedback/73259/MLK-Nobel upload from notable - MLK nobel page
 * http://original.antiwar.com/engelhardt/2010/01/24/the-forty-year-drone-war/ - Drone article
 * http://www.alphabetics.info/international/?tag=united-states-administration - civilian casualties

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">**__Internet Reciprocal Teaching__**(An overarching structure for modeling purposeful conversations about Internet strategies)
 * Overview**: In order to set the expectations for what we’re looking for in small group work, it’s important to model as a whole class purposeful conversations about Internet strategies. Eventually, students will internalize this structure.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">**Process**:
 * Modeling** serves the following purposes:
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1) making students more aware of the unique strategies they’re using on the Internet,
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2) providing new vocabulary and opportunity to share with group members,
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3) showing that students’ contributions are highly valued,
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4) setting the tone for collaboration and cooperation by providing space and time for student
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">contributions,
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">5) creating a strategy chart resource that can be added on to throughout the school year.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1. Choose an Internet tool you’d like to explore with students (these lessons are focused on Internet communication using wikis and email – and stem from the same basic task).
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2. Examples: using a search engine, critically evaluating information, synthesizing ideas from multiple sites.
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3. Introduce the basics feature of the Internet tool you’ve chosen, showing and explaining how it works.
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4. Assign a purposeful task using the tool you’ve introduced. Students can work individually or in pairs.
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">5. Provide time for students to complete the task (observe as students are working).
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">6. Make note of instances where students are using unique strategies that go beyond the information you taught in the introduction.
 * 7) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">7. When a unique strategy is observed, bring it to that students’ attention, and ask if they’d be prepared to share and demonstrate their strategy to the class.
 * 8) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">8. Plan time for students to share/demonstrate to the class what their unique strategy was (and how it was useful to them in completing the task).
 * 9) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">9. List these unique strategies as a class on chart paper to use as a reference.