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<h2 class="hd hd-2 unit-title">3.6.1 Practice Space: Adjusting Instruction for Evaluating Evidence</h2>
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<p>In this practice space, <em>Misconceptions</em>, you’ll have the opportunity to consider how to address some students’ misconceptions about how to evaluate information they see on social media.</p>
<p><em>Misconceptions</em> was built using an application called TeacherMoments. TeacherMoments is a web platform for digital teaching simulations.</p>
<p>Once you begin the practice space, you should select "Continue Anonymously" and accept the suggested username. As long as you do not log out of TeacherMoments you will be able to refer back to previous responses as you proceed through the course.</p>
<p>Once you are ready, follow the prompts, and respond as best you can!</p>
<p><a href="https://teachermoments.mit.edu/run/228/slide/0?user_id=%%USER_ID%%&instance_id=cor_mooc&instance_id=cor_oll" target="_blank"><button><strong>Click here to start</strong></button></a></p>
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<h2 class="hd hd-2 unit-title">3.6.2 Practice Space Debrief</h2>
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<p>In <em>Misconceptions</em> you observed how your colleague Angela responded when a student brought up a claim they saw on social media. Angela responded to the student by replying, "You can't trust <em>anything</em> that you see on social media."</p>
<p>Angela’s response was incorrect—plenty of sources on social media are trustworthy—and she missed an opportunity to effectively model how to evaluate information on social media. In the practice space, you observed three different ways that teachers can model their thinking with students: </p>
<ul>
<ul>
<li>Binh’s approach of addressing the misconception with the class immediately</li>
<li>Olivia’s approach of addressing the misconception in a later class activity</li>
<li>Alex’s approach of addressing the misconception individually with a student, who then models their thinking with the class</li>
</ul>
</ul>
<p>Why is it important to model our thinking for students? Novices need to see expert thinking, and our thinking is invisible unless we make it visible. After modeling for students, teachers need to gradually release cognitive responsibility to students. Here are some tips for planning a modeling lesson: </p>
<p><span style="text-decoration: underline;">Before you model</span></p>
<ul>
<ul>
<li> Select a skill or strategy to model.</li>
<li> Identify aspects of a strategy to model.</li>
<li> Find, select, or develop relevant materials.</li>
<li>Script or outline what you will say when modeling. The following lesson plans include modeling scripts that we encourage you to read as examples.</li>
<ul>
<ul>
<li><a href="https://cor.stanford.edu/curriculum/lessons/lateral-reading-science" target="[object Object]">Lateral Reading about Renewable Energy</a></li>
<li><a href="https://cor.stanford.edu/curriculum/lessons/practicing-click-restraint" target="[object Object]">Practicing Click Restraint</a></li>
</ul>
</ul>
<li> Practice!</li>
</ul>
</ul>
<p><span style="text-decoration: underline;">As you model</span></p>
<ul>
<ul>
<li>Apply strategy in an authentic context.</li>
<li>Name the strategy and identify components as you demonstrate it.</li>
<li>Explain why the strategy is important.</li>
<li>Use the strategy in a way that all students can observe you doing so.</li>
<li>Be focused and concise!</li>
</ul>
</ul>
<p><span style="text-decoration: underline;">After you model</span></p>
<ul>
<ul>
<li>Ask students to analyze/reflect on what you modeled.</li>
<li>Provide opportunities to practice.</li>
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<h2 class="hd hd-2 unit-title">3.6.3 Practice Space Discussion</h2>
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<p>Share your reflections on doing the <em>Misconceptions</em> practice space in your journal.</p>
<p>You can think about what resonated with you. Which instructional approach would you use in your own classroom? Why? Allow the community conversations to augment your thinking and practices. </p>
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