Lesson 2 ESL

ESSENTIAL QUESTIONS

What is my research question?

How do my beliefs, values, and experiences influence my research process?

OVERVIEW

The purpose of this lesson is for students to recognize how their identity, external influences (i.e friends and culture), and internal influences (i.e thoughts and emotions) impact the way they evaluate online information. 

This lesson kicks off with a self-assessment for students to determine their opinion on a controversial topic. Students will then work in groups to prepare for a role-playing activity that will occur in lesson 3. Afterwards, the group will reunite for the instruction portion of the class.

LEARNING OUTCOMES

By the end of this lesson, students will be able to:

• Identify a research problem

• Explain how beliefs and values influence the research process

• Explain the link between beliefs and confirmation bias 

KEY TERMS

Perspective, confirmation bias, prior knowledge, beliefs

BROAD AREAS OF LEARNING

Health and Well-Being

Personal and Career Planning

Environmental Awareness and Consumer

Rights and Responsibilities

Citizenship and Community Life

CROSS-CURRICULAR COMPETENCIES

Intellectual Competencies

• Uses information, exercises critical judgment, uses creativity

Methodological Competencies

• Adopts effective work methods
• Uses information & communications technologies

Personal and Social Competencies

• Achieves his/her potential, cooperates with others

ESL COMPETENCIES

C1 Interacts orally in English

C2 Reinvests understanding of texts

C3 Writes and produces texts

Town hall Activity (5 minutes)

Lesson 2 includes an Introduction/Overview to the Town Hall activity.

WARM-UP – SELF-ASSESS KNOWLEDGE AND BELIEFS (5 MINUTES) 

Introduce the essential question by allowing students to reflect about how their knowledge and beliefs influence their opinions through a Google form entitled What is my Perspective?

PART 1 UNDERSTANDING TERMINOLOGY (15 MINUTES) 

In this part, the teacher defines and explores the key terms of the lesson by questioning the students, watching a video, and discussing the different key terms, including perspective, beliefs, prior knowledge and experiences, and bias and confirmation bias.

PART 2 TOWN HALL PREPARATION – ASSIGNING STAKEHOLDER ROLES (20 MINUTES) 

The purpose of this activity is to prepare for the upcoming town hall meeting by assigning roles. Students will be divided into groups and must decide on their stakeholder’s stance on the chosen inquiry question, and chose a classmate to deliver the information. Groups will complete the Town Hall Preparation – Stakeholder’s Point of View. Finally, each group member should locate one article that supports the group’s stakeholder perspective on the topic for later use.

PART 3 REFLECTING ON CONFIRMATION BIAS (10 MINUTES) 

In this activity, students reflect on bias confirmation in the Google form entitled My Reflection on Confirmation Bias. Finally, students are asked to think about the lesson and reflect on the Questions for Reflection.

Accommodations to come.

Extensions to come.