Thanks Mike! This is really helpful and easy enough to explain to students. I appreciate your comment that the just “get it in” stage is 90% of the battle. That initial feeling of “could this really be true?”skepticism. That’s everything. (I had a friend tell me with confidence that mosquitoes only bite smart people- she had read it somewhere and there was no skeptical questioning at all.) I tried to convince her to just do some follow up checking on it but she seemed uninterested at that point. I guess also didn’t want to argue with an invertebrate zoologist.
Mr Caulfield - this is rad! I love that its behavioral focused. I am totally interested in the theory behind this stuff...but just get kids practicing AI/Digital literacy and get them interested in the theory after.
I am relatively new to your Substack. Is the site in the video that you used to pick a claim to fact check available to all, or something you use privately? I would love to use it, or something like it, with my students. Thanks!
I don't really share my full library, because if I did the examples would soon be "burned" by people writing about them. I am going to try to get example walkthroughs out at a steadier clip though.
I was literally just reading this in your last post when your comment arrived. Wild.
I totally understand the rationale! From what I am gathering, you are just using any kind of outlandish-seeming social media posts to source these. I can definitely start building my own library for use with my students. And if you’re okay with it, I’d love to share your videos as well with my kids (I teach 3rd-5th so probably only my fifth graders, but this aligns really well with other sourcing lessons we do). Thanks for following up with me!
Oh, absolutely share the videos. It just takes a while to build the library of examples and so I'm a bit protective of it. But once I use it in a video absolutely grab it and use it in a class. Be aware I do a mixture of mostly true, half true, and mostly false examples. The Benin walls one -- if I ever get to the measurement piece -- is going to be kind of cool because it shows that something can be incredibly impressive without the four times the great wall of china that people put on it to make it go more viral. The walls are an archeological marvel, no need to spin it, and we should all know them as much as we know the great wall!
Thanks Mike! This is really helpful and easy enough to explain to students. I appreciate your comment that the just “get it in” stage is 90% of the battle. That initial feeling of “could this really be true?”skepticism. That’s everything. (I had a friend tell me with confidence that mosquitoes only bite smart people- she had read it somewhere and there was no skeptical questioning at all.) I tried to convince her to just do some follow up checking on it but she seemed uninterested at that point. I guess also didn’t want to argue with an invertebrate zoologist.
Mr Caulfield - this is rad! I love that its behavioral focused. I am totally interested in the theory behind this stuff...but just get kids practicing AI/Digital literacy and get them interested in the theory after.
I am relatively new to your Substack. Is the site in the video that you used to pick a claim to fact check available to all, or something you use privately? I would love to use it, or something like it, with my students. Thanks!
I don't really share my full library, because if I did the examples would soon be "burned" by people writing about them. I am going to try to get example walkthroughs out at a steadier clip though.
I was literally just reading this in your last post when your comment arrived. Wild.
I totally understand the rationale! From what I am gathering, you are just using any kind of outlandish-seeming social media posts to source these. I can definitely start building my own library for use with my students. And if you’re okay with it, I’d love to share your videos as well with my kids (I teach 3rd-5th so probably only my fifth graders, but this aligns really well with other sourcing lessons we do). Thanks for following up with me!
Oh, absolutely share the videos. It just takes a while to build the library of examples and so I'm a bit protective of it. But once I use it in a video absolutely grab it and use it in a class. Be aware I do a mixture of mostly true, half true, and mostly false examples. The Benin walls one -- if I ever get to the measurement piece -- is going to be kind of cool because it shows that something can be incredibly impressive without the four times the great wall of china that people put on it to make it go more viral. The walls are an archeological marvel, no need to spin it, and we should all know them as much as we know the great wall!