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<h2 class="hd hd-2 unit-title">4.3.1 Practice Space: Formative Assessment</h2>
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<p style="text-align: left;">During this course you’ve learned skills to teach students to help them become more informed consumers of online information: checking who’s behind information, using lateral reading, exercising click restraint, and evaluating the reliability and relevance of evidence. In this practice space, <em>Formative Assessment,</em> you will review assessment responses from students who have had some exposure to Civic Online Reasoning. Their responses will inform your teaching. You will gauge the extent to which students have learned COR skills and identify areas where they need additional support in order to decide on your next instructional move. This is also an opportunity for you to reflect on how your understanding of teaching these concepts has changed during this course.</p>
<p style="text-align: left;"><em style="font-size: 1em;">Formative Assessment</em><span style="font-size: 1em;"> was built using an application called TeacherMoments. TeacherMoments is a web platform for digital teaching simulations.</span></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>Note: TeacherMoments works best in the Google Chrome browser. Some of the videos in the practice space may not play in other browsers.</p>
<p>Once you are ready, follow the prompts, and respond as best you can! </p>
<p><a href="https://teachermoments.mit.edu/run/269/slide/0?user_id=%%USER_ID%%&instance_id=cor_mooc&instance_id=cor_oll" target="_blank"><button type="submit"><strong>Click here to start</strong></button></a></p>
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<h2 class="hd hd-2 unit-title">4.3.2 Practice Space Debrief</h2>
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<p>In <em>Formative Assessment</em>, you viewed student responses to three tasks that mirrored those in the course’s first practice space, <em>Assessing Students' Baseline Skills</em>. The <em>Formative Assessment</em> responses reflect the reasoning of students who have had some exposure to Civic Online Reasoning. The responses showed evidence of applying COR skills, but students still made errors, which is common when students begin the process of learning Civic Online Reasoning.</p>
<p>In the next few pages we describe each of the tasks in the practice space in detail to identify what students did well and where they continued to have misconceptions.</p>
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<h2 class="hd hd-2 unit-title">4.3.3 Practice Space Debrief Task 1: Covid-19 Health</h2>
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<p>All four students considered who was behind the information, and three read laterally to learn about the source; in contrast, only one student read laterally about co2science.org in the first practice space. <strong>Mel and Finn appear to have successfully engaged in lateral reading</strong> to learn that the Job Creators Network Foundation is behind the website and that <strong>this network is a major political donor group, not a credible public health organization.</strong></p>
<ul>
<ul>
<li>(Mel) This is not a reliable source because I read that the group behind the website is funded by political and pro-business donors and also, they are saying to use hydroxychloroquine even though health experts don’t say it’s effective.</li>
<li>(Finn) No, not reliable. It’s from the “Job Creators Network.” I went to Wikipedia, and this is an advocacy group funded by people like “Mercers” and other big political donors. So this website is more about politics than straight-up health because CEOs of large companies and people trying to elect politicians are going to say we should reopen the economy even if it maybe is not the best yet health wise - <a href="https://en.wikipedia.org/wiki/Job_Creators_Network" target="_blank">https://en.wikipedia.org/wiki/Job_Creators_Network</a>, <a href="https://en.wikipedia.org/wiki/Robert_Mercer" target="_blank">https://en.wikipedia.org/wiki/Robert_Mercer.</a> Also Wikipedia said the main guy behind Job Creators Network owns Home Depot and he pushed for unproven drugs for coronavirus.</li>
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<p><strong>But some of the student responses showed misconceptions.</strong> Fatima engaged in lateral reading but came to unfounded conclusions about the credibility of the Job Creators Network, apparently <strong>unaware of how a letter to the editor is different from a news report</strong> and perhaps swayed by her own feelings about public health measures. Jamie also <strong>came to unfounded conclusions by relying exclusively on the</strong> Job Creators Network Foundation’s<strong> About page</strong>, failing to reason that the foundation controls what appears on that page and how they portray themselves. </p>
<ul>
<ul>
<li>(Fatima) This is a reliable source of information about novel coronavirus and public health because I looked up the Job Creators Network Foundation and it is a legit organization. It has coverage from other websites and its members have been interviewed on the news. Also we’ve been in lockdown so long so it seems to me that we should be going back to normal and Flatten the Fear. Like it even says right there “If you are 34 years old or younger, your probability of dying from Covid-19 as of June 3rd, 2020 is 0.0005 percent.” So then why does everyone have to stay home if not everyone is getting sick and dying??? <a href="https://www.timesonline.com/story/opinion/letters/2020/07/01/letter-to-editor-covid-doesnrsquot-pose-serious-threat-to-most/42042043/" target="_blank">https://www.timesonline.com/story/opinion/letters/2020/07/01/letter-to-editor-covid-doesnrsquot-pose-serious-threat-to-most/42042043/ </a></li>
<li>(Jamie) Yes, this website is a project of Job Creators Network Foundation, which is a nonpartisan, non-profit organization. <a href="https://www.jcnf.org/about/" target="_blank">https://www.jcnf.org/about/</a></li>
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<h2 class="hd hd-2 unit-title">4.3.4 Practice Space Debrief Task 2: Criminal Justice Reform</h2>
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<p>Compared to students’ responses in the first practice space, where students were asked to evaluate two sources about gun control, these responses demonstrate fewer misconceptions about Wikipedia. Students generally understood that Wikipedia can be a useful source of information. </p>
<p>However, students have still made some errors. Mel has <strong>incorrectly</strong> <strong>equated quantity of information with credibility,</strong> and Jamie has<strong> overgeneralized about the quality of all information hosted on a university website.</strong></p>
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<li>(Mel) I would trust the wiki page because it has a lot more information and lists policies in EVERY state. The PSU page doesn’t provide nearly as much information.</li>
<li>(Jamie) To start my research, I would look at the article from Penn State because the information is on a college’s website, meaning it is educational and credible. The Wikipedia article contains a lot of citations, and Wikipedia isn’t as bad as everyone always says, but it’s still not as good as a university.</li>
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<p>Although Fatima has recognized <strong>the usefulness of Wikipedia,</strong> only Finn has<strong> carefully considered who’s behind the information</strong> on the Penn State page.</p>
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<li>(Fatima) Wikipedia. I can get a general understanding of the subject before using the links on the page to find more information for my research.</li>
<li>(Finn) I would first look at the Wiki page to start my research because the article on the Penn State page was written by a student for a class blog about social psychology. It is not official research put forth by the university. It’s possible the Wiki page could have been edited, so there might be some incorrect information. However, the article has over 80 citations which could be used to verify what it says and make sure it is reliable. Additionally, you could use those citations as a way to find more information about the topic.</li>
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<h2 class="hd hd-2 unit-title">4.3.5 Practice Space Debrief Task 3: Atlanta Child Soldiers</h2>
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<p>Compared with student reactions to the video about election tampering in the first practice space, all four of these responses provide evidence of some degree of students’ skepticism about this video. However, Jamie <strong>discounted the video for an irrelevant reason</strong>—shoddy camerawork—and Finn equivocated, <strong>taken in by the seeming plausibility of the YouTuber’s claim.</strong></p>
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<li>(Jamie) No, it isn’t strong because the video zooms in and out and you can’t see how young the soldiers are that well.</li>
<li>(Finn) Yes, it is pretty strong evidence because you can see these middle school, maybe early high school kid soldiers. It is showing you exactly what the title says. That being said, we can’t know 100 percent for sure. There is a chance it could be showing something else. But even if you were suspicious, think about it: why would these kids be out in riot gear if it weren’t because of rioting during the protests? So I think it is mostly strong evidence but I have some questions.</li>
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<p>Some students did a good job reasoning about whether the evidence presented actually supported the claim that was being made. Mel decided not to accept the video at face value without researching further, but only Fatima <strong>actually investigated the video by consulting a fact-checking website</strong> and thus learning that this video does not provide evidence to substantiate the claim.</p>
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<ul>
<li>(Mel) I wanted to say yes, because it shows a video, which is usually great evidence because you can see it with your own eyes. However, there is no way to confirm that the video shows what it says it does, at least without doing more research about soldiers at Black Lives Matter protests in Atlanta at the time.</li>
<li>(Fatima) No. There is no way to tell from the video if these soldiers are actually children. They could just be short. We don’t know where the video came from and the person posting it says it these are child soldiers in Atlanta, but for all we know they could be making that up because I don’t know who “Mary Smith” is. I looked it up, and actually these are adults in the Georgia National Guard according to Snopes.</li>
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<h2 class="hd hd-2 unit-title">4.3.6 Practice Space Debrief Focus Student</h2>
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<p>In the practice space, you also saw an example of how student thinking can change over time. Fatima showed some evidence of learning Civic Online Reasoning skills. For example, in the first practice space, Fatima evaluated a website based solely on its About page. In contrast, for the “Flatten the Fear” task, she looked up the Job Creators Network Foundation. However, she did not adequately evaluate the reliability of the article she used to learn about the foundation.</p>
<p>Learning Civic Online Reasoning skills is a long-term process. <strong>It takes time for students to master the mindsets and skills for effective lateral reading, click restraint, and evidence evaluation.</strong> We need to be prepared to continue to support students as they develop their skills.</p>
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<h2 class="hd hd-2 unit-title">4.3.7 Reflect and Discuss</h2>
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<p>Reflect on your experience in your journal using the following questions. </p>
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<li>What changes did you see in Fatima’s responses from the first practice space to the last? </li>
<li>If you’ve begun to teach Civic Online Reasoning lessons with your own students, what changes have you noticed in their reasoning? </li>
<li>This practice space mentioned two ways of using Civic Online Reasoning tasks for formative assessment: (1) getting a high-level “temperature check” of your entire class’s thinking to inform your instruction and (2) gauging an individual student’s progress to see where they still need support. What other ways could you use Civic Online Reasoning tasks as formative assessments? </li>
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<h2 class="hd hd-2 unit-title">4.3.8 Practice Space Sharing Guide</h2>
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<p>One of the best ways to extend what you’ve learned in this course is by sharing materials with the people you work with daily. We’ve designed all of the practice spaces in this course to be easy to share and use. Completing a practice space together can help groups start talking about what they are observing in their classrooms and how they can work together to help students navigate information online.</p>
<p>We designed <a href="https://courses.edx.org/asset-v1:MITx+0.504x+3T2020+type@asset+block@COR_Practice_Space_Sharing_Guide.pdf" target="_blank">this guide</a> to <strong>help you share the practice spaces from the course with colleagues.</strong> It includes a variety of resources, including a model meeting agenda, proposed discussion questions, debrief materials, and links to additional resources.</p>
<p>We have also made this sharing guide available in <a href="https://docs.google.com/document/d/1GWOBeWNtdtzWaOoiY1JPF4LdI4f96mPLKn8EwLKncTU/edit" target="_blank">Google Doc format</a>. <strong>To save or edit, follow the link, click File, and then "Download as" or "Make a Copy." </strong> </p>
<p><strong>Share and Adapt Course Content: Can I really use this at work?</strong> Our <a href="https://courses.edx.org/courses/course-v1:MITx+0.504x+3T2020/0388195cde494139aa6d15c4854101c4/" target="_blank">Creative Commons license</a> is designed for access; we encourage you to use, adapt, remix, and share these tools, with attribution, in your networks. <span style="color: #313131; font-family: 'Open Sans', sans-serif; font-size: 12pt; white-space: pre-wrap;">Be sure to include the Stanford History Education Group and MIT Teaching Systems Lab along with the course title in your attribution.</span></p>
<p dir="ltr" style="line-height: 1.38; background-color: #ffffff; margin-top: 15pt; margin-bottom: 17pt;"><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #313131; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How to cite this course:</span></p>
<p dir="ltr" style="line-height: 1.38; margin-left: 36pt; background-color: #ffffff; margin-top: 15pt; margin-bottom: 0pt; padding: 0pt 0pt 17pt 0pt;"><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #313131; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stanford History Education Group and MIT Teaching Systems Lab. (2020). </span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #313131; background-color: #ffffff; font-weight: 400; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sorting truth from fiction: Civic Online Reasoning</span><span style="font-size: 12pt; font-family: 'Open Sans',sans-serif; color: #313131; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [MOOC]. edX. https://www.edx.org/course/sorting-truth-from-fiction-civic-online-reasoning<br /><br /></span>Parenthetical citation: (SHEG and TSL, 2020)<br />Narrative citation: SHEG and TSL (2020)</p>
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