Credible Source Lesson Plan
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Discussion for Credible Source Lesson Plan
Teresita Hunt (Faculty)
Samantha Slifer (Teacher (K-12))
This is a lesson that is relevant for all teachers. I am sure that most secondary teachers have their students complete research for their class. Many students do not know what a credible source is or how to make sure that there source is credible. I like that you go through and explain what CARDDSS stands for and provide examples for each of the parts of the acronym. It will break down the meaning for the students and make it easier for them to relate to it and understand it better. I think it is good that you are teaching students what the different endings of a website mean (.org, .edu, etc). This will also help the students to better evaluate credible resources. It is a great idea to put the powerpoint on the class Moodle so the students can always access it and the struggling students can work on it at their own pace. It is great that the students will not only be able to evaluate if the source is credible, but why it is credible or not credible. I think it is meaningful that you are extending the lesson into a powerpoint and something like a glogster so the students are able to work with credible and not credible sources. Overall, this is a great lesson that is applicable to teachers of many content areas.
I really like how you indicated by highlighting where you were making adaptions to the lesson to make it more universally designed. It was nice to see in the comments on the side and it still gave it a neat, clean and organized look.
Mark Hansen (Teacher (K-12))
This resource covers a real problem that I (and I imagine most other teachers) have encountered which is teaching students to evaluate web resources for credibility. When looking at the lesson through the lense of the UDL principles this lesson seems to stand out as being great. It's multiple layers provides multple means of representation particularly in the area of providing and activating background knowledge. I felt that the opening discussion mentioned was a great way to accomplish this task. The lesson also allowed students to take action and express their opinions through the discussion which is another UDL principle. Finally, it seemed to provide a variety of levels and challenge and support through its use of CARRDSS and follow-up discussions. This seems like a useful lesson for any teacher teaching research.
Everything seemed to work fine.