Submitted by: Dawn Bullen, David Whitehouse, and Rebecca Richards
School: Byrd Middle School
Summary
How do you find information? How do you know the information you find is current, relevant, and accurate? Are there elements of bias in information you find? Teens are inundated with massive amounts of information at warp speed and, in their naivity, tend to believe most of what they read. This research based lesson is designed to help students understand how biased information is a part of every day life by giving them an opportunity to spin the same news story with two different biased perspectives or sell the same product to two different audiences.
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Approaching: In this lesson the teacher modeled strategies to guide student investigation and designed challenges that promoted synthesis of resources to address the authentic task of identifying bias and applying the use of language to present similar information with two different perspectives. Students selected and designed narrative format to convey opposing viewpoints in a way appropriate to their purpose.
Target: Teacher modeled how to collaborate purposefully without direct supervision by getting students to work together based on interests, beliefs, and abilities. The teacher provided criteria for effective collaborative work while allowing students to choose roles and responsibilities. In part 1 of the lesson, students discussed and decided, in groups, topics in which to search for bias. Students were given opportunity to communicate to the entire class as well as members of their group through various mediums (oral presentation, ActivEngage software). Students formed their own groups based on interests, beliefs, and abilities. Each student within the group played a role in creating a podcast from script writing to narration.
Approaching: Teacher modeled how to determine if information presented is biased. Teacher designed lesson to promote critical thinking skills in determining how to alter the language and information presented. Students generated purposeful topics in which to identify and apply bias-driven language, tone, and thematic elements allowing them to form their own opinions about what makes an effective argument.
Approaching: Teachers designed opportunities for students to synthesize research, collaborate with peers, and apply critical thinking skills to create a product which demonstrates how easily biased information becomes a part of our every day lives. Project guidelines allowed students to explore and express creativity, and to determine how to manipulate information using language, diction, emotions, over simplification, and through withholding information. Students applied and synthesized previous knowledge and new self-generated knowledge (from the lesson) of bias trends to create meaningful and entertaining podcasts. Artifacts illustrated student engagement, entertainment, and insight.
Student Artifact
Royal Wedding – Version 1
royal_wedding_jkva
Royal Wedding – Version 2
Royal_Wedding_Podcast
Zoo – Version 1
Zoo_postive_podcast
Zoo – Version 2
ZooNegative_podcast
