You can also use the "I can't draw" feature to prompt an image generated that reflects how you feel about GenAI + Research skills!

• You're welcome to add a comment to this post about how YOU fact-check images you find online.

• And/Or: add a post below for your own ideas & favorite resources on how you can incorporate mini-media literacy lessons in what you teach.

1. Generative AI tools are not objective: They are subject to the biases of the humans who make them, and any biases in the training data may show up when they are used.

2. . . .or reliably factual: AI tools might feel authoritative and credible, but the responses they generate are routinely riddled with inaccuracies.

3. It’s not all bad: AI tools also have tremendous upsides. (For example, they can boost scientific research and make complicated or specialized tasks more accessible, like writing computer code or building websites.)

4. Content is easier than ever to create — and fake: AI chatbots and image generators produce text and visuals at an unprecedented scale — and have the potential to supercharge the spread of misinformation. Be ready to encounter even more information with less transparency about its origin.

5. It signals a change in the nature of evidence: The rise of more convincing photos and videos means that determining the source and context for visuals is often more important than hunting for visual clues of authenticity. Any viral image you can’t verify through a reliable source — using a reverse image search, for example — should be approached with skepticism.

6. Reputable sources matter more than ever: Credible sources follow processes to verify information before sharing it, and this should translate into higher levels of trust.

Need a sample to explore instead?

• 9-10th grade Generative AI in Science Education

• K-2 grades Critical Media Literacy for K-2 

Take a moment to consider the information or output provided by the Al tool in more depth

Investigate the source

Investigate the Al tool you are using with the ROBOT Method to identify any possible weaknesses, shortcomings, or bias in the tool. Check how current the data that the Al tool is trained on is.

Find better coverage

Locate additional resources on the same topic as the information generated by the Al tool and compare what the scholars have argued to the Al generated content

Trace claims, quotes, and media to the original context

Ask GenAl to list its sources when generating content, and confirm that: Those sources are real & The information in those sources match what the Al tool's output claims

• How might you adopt and modify these in your own context?

• What resources and tools would you include?

• How would you adjust for student-accessibility and your own learning objectives?

Use the + to start your own post & share below how you would adopt this idea, and how you would adapt it!

• What topic would you have students explore?

• What would the learning objectives be & is it standards aligned?

• Share which reputable research resources you would provide

• And what the creative output would be (Canva Magic Media, Adobe Express, Magic School's Adobe integration? Padlet's I can't draw, etc)

• If the creative output isn't using GenAI, how else might you incorporate some AI-enhanced learning that ties into your learning objectives?

Use the + to start your own post & share below how you would adopt this idea, and how you would adapt it!

• What topic would you have students explore?

• What would the learning objectives be & is it standards aligned?

• Share which reputable research resources you would provide

• And what the AI-integration would be (SchoolAI, a custom GPT, Canva Magic Media & voice-over?, Adobe Express animation, Magic School, etc)

• If the creative output isn't using GenAI, how else might you incorporate some AI-enhanced learning that ties into your learning objectives?

The goal is not to have a single sufficient prompt, but to hone the AI’s output into robust and reliable results, validating each step along the way as a good scholar would. Perhaps the AI sparks an idea that I can then pursue, or perhaps it does not help me at all. But sometimes just asking the questions furthers my own process of getting “unstuck” with hard research problems.

2. Use AI to gather and analyze data

It is like an intelligent sounding board that adds clarity to your own ideas. ...By incorporating AI into this data gathering and analysis process, researchers can gain valuable insights and solve difficult problems that often have ambiguous and equivocal solutions.

3. Use AI to help verify your findings and enhance transparency

AI tools can document the evolution of research ideas, effectively serving as a digital audit trail. This trail is a detailed record of a research process, including queries, critical decision points, alternative hypotheses, and refinements throughout the entire research study creation process.

4. Use AI to predict and then parse reviewer feedback

... by asking the AI, “As a skeptical reviewer who is inclined to reject papers, what potential flaws in my paper do you see? How can I minimize those flaws?” The results help me think through areas where my logic or analysis may be flawed, and what I might want to refine before submitting my paper to a skeptical scientific audience.

I am new to this!

Perquimans County High School

Media Coordinator

Concord, NC (Cabarrus County)

Media Coordinator

I think AI is important because we have to keep preparing our students to be critical digital thinkers.

I use AI almost every day and can anticipate using it almost every day moving forward. It's becoming a common tool and we need to be prepared to know how to use it and model appropriate usage.

I use AI. My teachers use AI, but I can't seem to engage them in the library with new policy & best practices.

Media Specialist

Middle School in Buncombe County

Heritage High School

Librarian

Frequent - more than once a week

Research+media literacy is so important because everyone has questions about it and many are using it (or need help using it).

Media Services Coordinator

Cumberland County Schools

Media Literacy is becoming increasingly important so that students know how to discern what is authentic and true and what is not.

Senior Admin Secondary Library Support

Winston Salem

School Counselor

Chatham County Schools

I want to be able to share information with staff and students at my K-8 school

Nashville, NC (dream location in image - Stars Hollow in Winter)

Digital Teaching and Learning Coach

Activity: Spot the Fake

Objective: Teach students how to identify credible sources and verify information to avoid misinformation.

Materials Needed:

• Internet access

• Computers or tablets

• Printed examples of AI-generated text and images (both real and fake)

Steps:

1. Introduction (2 minutes):

   • Briefly explain the concept of AI chatbots and image generators.

   • Discuss how these tools can create realistic-looking text and images that might not be true.

2. Group Activity (5 minutes):

   • Divide students into small groups.

   • Provide each group with a set of printed examples of AI-generated text and images. Include a mix of real and fake examples.

   • Ask each group to use the internet to verify the authenticity of the examples. They can use tools like reverse image search for images and fact-checking websites for text.

3. Discussion (3 minutes):

   • Have each group share their findings with the class.

   • Discuss the importance of verifying information and how to identify credible sources.

   • Highlight the potential consequences of spreading misinformation.

Talking Points:

• AI tools can produce convincing but false information.

• It's crucial to verify the origin of information before trusting it.

• Use reliable sources and fact-checking tools to confirm the authenticity of information.

Wrap-Up:

• Emphasize the importance of critical thinking and research skills in the digital age.

• Encourage students to always question and verify information they encounter online.

This activity not only teaches students about the potential pitfalls of AI-generated content but also equips them with practical skills to navigate the information landscape responsibly.

Objective:
Students will learn the importance of using reputable sources by evaluating different types of information and understanding how credible sources build trust.

Grade Level: 3-5
Duration: 5-10 minutes

Materials Needed:

• A list of various sources (printed or on a digital device), including:

  1. A Wikipedia article

  2. A blog post by an unknown author

  3. A news article from a reputable news outlet

  4. A research paper from an educational institution

  5. A social media post

• A “Credibility Checklist” handout (see below)

Activity Steps:

1. Introduction (1-2 minutes):
   Begin with a brief discussion about the importance of finding trustworthy information. Ask students why they think some sources are more reliable than others.

2. Source Evaluation (3-5 minutes):
   Divide students into small groups and provide each group with the list of sources. Give them the "Credibility Checklist" to help them evaluate each source.

   Credibility Checklist:

   • Who is the author?

   • Is the source published by a reputable organization?

   • Does it provide evidence or references?

   • Is the information current?

   • Are there any biases present?

3. Group Discussion (2-3 minutes):
   After evaluating, have each group share their findings on which sources they considered credible and why. Discuss how using credible sources can lead to higher levels of trust in the information we share.

4. Conclusion (1 minute):
   Reinforce the idea that verifying information helps us make informed decisions. Encourage students to always check the credibility of their sources before sharing information.

Extension Activity (Optional):

If time permits, students can create a poster that highlights the key features of credible sources. They can use illustrations or bullet points to summarize what they learned.

This activity engages students in critical thinking and emphasizes the importance of reputable sources, helping them become informed consumers of information.

Objective:
Students will learn to identify and evaluate reputable sources of information and understand their importance in research and everyday decision-making.

Materials Needed:

• Access to the internet or a selection of printed articles (some reputable and some not)

• Source Evaluation Checklist (provided below)

• Whiteboard and markers

• Projector (optional)

Instructions:

1. Introduction (10 minutes):
   Begin with a brief discussion about the importance of using reputable sources in research. Ask students questions such as:

   • Why do you think it's important to use reputable sources?

   • Can you think of a time when the source of information affected your understanding of a topic?

2. Group Activity (30 minutes):
   Divide students into small groups and provide each group with a set of articles or access to the internet. Each group should have a mix of reputable and non-reputable sources (e.g., academic journals, news websites, blogs, and social media posts).

3. Source Evaluation (20 minutes):
   Each group will use the Source Evaluation Checklist to assess the articles they have. The checklist includes the following criteria:

   • Authorship: Who wrote the article? Are they an expert in the field?

   • Publication Date: Is the information current and relevant?

   • Citations and References: Does the article cite its sources? Are those sources reputable?

   • Bias and Objectivity: Is the information presented in a balanced way, or does it seem biased?

   • Purpose: What is the purpose of the article? To inform, persuade, entertain?

4. Group Presentations (20 minutes):
   Have each group present their findings to the class. They should explain which sources they deemed reputable and why. Encourage discussion among groups about the different perspectives on source reliability.

5. Reflection (10 minutes):
   Conclude with a class discussion about what they learned from the activity. Ask them to reflect on how they will apply this knowledge in their future research.

Source Evaluation Checklist:

• Authorship: __________________________

• Publication Date: ____________________

• Citations and References: _____________

• Bias and Objectivity: _________________

• Purpose: ____________________________

Assessment:
Evaluate students based on their group presentations and participation in discussions. Provide feedback on their understanding of reputable sources and the evaluation process.

This engaging activity will help 8th-grade students appreciate the significance of using reputable sources in both academic work and real-life situations.

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You said:

Create an SEL Lesson for 6th grade students

ChatGPT said:

ChatGPT

Social-Emotional Learning (SEL) Lesson Plan for 6th Grade: "Understanding and Managing Emotions"

Grade Level: 6th Grade
Duration: 45-60 minutes
Objective:
Students will be able to identify and understand different emotions, recognize how emotions affect behavior, and develop strategies to manage emotions in challenging situations.

Materials Needed:

• Whiteboard and markers

• Emotion wheel (can be printed or displayed digitally)

• Scenario cards (can be written on index cards)

• "Feelings Journal" template (a printable sheet or notebook)

• Music (optional for reflection activity)

Lesson Outline:

1. Introduction (5-10 minutes)

• Warm-up Question: "How are you feeling today?"
  Invite students to share how they feel. This can be done verbally, or by using a "feelings chart" where students point to the emoji or word that describes their emotions.

• Discuss the importance of emotions:
  Explain that emotions are natural responses to situations, and everyone experiences them, but learning how to manage them is key to making good decisions and staying calm.

• Objective of the lesson:
  “Today, we’re going to explore how to identify and understand our emotions, why they happen, and how to manage them in healthy ways.”

2. Emotion Wheel Activity (15 minutes)

• Step 1: Introduce the Emotion Wheel.
  Show a wheel with different emotions like happy, sad, angry, frustrated, excited, anxious, etc. (You can draw this on the board or use a printed version).

• Step 2: Discuss emotions and their causes.
  Go around the room, asking students to pick an emotion from the wheel and share a time when they felt that emotion. Discuss how situations trigger different feelings.

  • For example, “When was the last time you felt happy?” or “Can anyone remember a time when they were really frustrated?”

• Step 3: Focus on identifying emotions.
  Emphasize that it’s okay to feel any emotion, but it’s important to recognize them so that we can manage them. Students can keep their own emotion wheel in their journals for future reference.

3. Role-Play Scenarios (15 minutes)

• Step 1: Divide the class into small groups (3-4 students per group).

• Step 2: Give each group a scenario card (examples provided below) that describes a challenging situation. The groups will role-play the scenario and practice how to handle the emotions that arise.

• Step 3: Discuss the role-play. After each group presents, ask the class:

  • “What emotions did you notice in the scenario?”

  • “How did the character manage their emotions?”

  • “What could they have done differently?”

• Example Scenarios for Role-Play:

  • Scenario 1: "You get a grade back on a test and didn’t do as well as you hoped. How do you feel? What can you do?"

  • Scenario 2: "You’re working on a group project, but one of your teammates isn’t doing their share. How does this make you feel? What can you say to them?"

  • Scenario 3: "You’re excited about a big event, but someone else in your class seems jealous. How do you manage both your happiness and their feelings?"

4. Managing Emotions with Coping Strategies (10-15 minutes)

• Discussion:

  • Ask, “What do you usually do when you’re feeling upset or angry?” List some common responses, such as talking to a friend, going for a walk, deep breathing, or drawing.

• Introduce coping strategies:
  Discuss specific strategies for managing emotions:

  • Deep breathing (Practice together: 4-7-8 breathing, inhaling for 4 counts, holding for 7, exhaling for 8).

  • Counting to 10 (a helpful method for calming down when angry).

  • Positive self-talk (e.g., “I can handle this” or “I will take a break and try again”).

  • Physical movement (e.g., walking, stretching, or dancing).

  • Journaling (encourage students to reflect on their feelings).

  Activity:

  • Lead the class in a brief deep breathing exercise to calm the mind and body.

  • Ask students to reflect on a time when they used one of these strategies to manage their emotions.

5. Feelings Journal Reflection (10 minutes)

• Reflection:
  Give students a "Feelings Journal" template or provide a few minutes for them to reflect in their regular journals.
  Have them answer these prompts:

  • "What emotion did I feel today?"

  • "What caused me to feel that way?"

  • "What strategy can I use next time to manage that emotion?"

  • "What did I learn about my emotions today?"

6. Closing and Wrap-Up (5 minutes)

• Review Key Points:
  Recap what was learned today:

  • Emotions are natural and can be understood.

  • Recognizing emotions helps us manage them better.

  • There are strategies, like deep breathing and positive self-talk, to manage strong emotions.

• Closing Activity:
  Ask students to think of one coping strategy they will try the next time they feel upset or stressed. Have them share one with the class or write it down to remind themselves.

Assessment:

• Observe student participation during group discussions and role-plays.

• Review students’ journal entries for understanding and reflection on emotions and strategies.

• Check if students can identify emotions and demonstrate strategies to manage them.

Extension Activities (Optional):

1. Emotion Charades:
   Students can take turns acting out different emotions (without using words), while others guess what they are feeling. This helps build empathy and emotion recognition.

2. Art Activity:
   Students can draw how they feel when experiencing different emotions and then share their drawings with a partner or the class.

This lesson is designed to help students build emotional awareness, improve their social interactions, and enhance their ability to cope with difficult feelings in a healthy way.

Activity: "Seeing Is Believing? Investigating Viral Images"

Objective:

Students will practice using reverse image search to verify the authenticity of viral photos and videos, while understanding the importance of examining the source and context over relying solely on visual cues.

Materials Needed:

• Access to computers, tablets, or smartphones

• Pre-selected viral images (real or fake) with easily searchable origins

• Handout or slide with step-by-step instructions for conducting a reverse image search (Google Images or TinEye)

Activity Steps:

1. Introduction (1-2 minutes)

• Begin by showing an intriguing viral image on the screen (e.g., a doctored photo of a famous event or a real but miscaptioned image).

• Ask students:

  • "Would you believe this photo is real? Why or why not?"

  • "How would you confirm its authenticity?"

• Briefly explain that advances in technology have made photos and videos more convincing, so it's vital to verify the source and context.

2. Mini-Lesson on Reverse Image Search (2 minutes)

• Walk students through the process of conducting a reverse image search:

  • Right-click on an image and select "Search image with Google" (or use a tool like TinEye).

  • Analyze the search results for the image’s original source and context.

• Emphasize that they should focus on reliable sources (e.g., reputable news outlets, organizations) over user-generated content or unverified social media posts.

3. Hands-On Activity (5 minutes)

• Divide students into pairs or small groups and provide each group with one pre-selected image (can be printed or linked).

• Challenge each group to:

  • Conduct a reverse image search on their assigned image.

  • Answer key questions:

    1. What is the original source of this image?

    2. What is the context of the image?

    3. How did you determine if the image is real or manipulated?

4. Discussion and Reflection (2 minutes)

• Groups share their findings with the class.

• Lead a discussion:

  • "How did knowing the source and context help you decide whether the image was trustworthy?"

  • "Why might people create or share misleading images?"

  • "What steps will you take next time you see a suspicious photo or video?"

Key Takeaway for Students:

When faced with viral images or videos, prioritize verifying the source and context over relying on visual clues. Reverse image search is a powerful tool that can help uncover the truth behind what you see online.

1. Prompt students with a question: "If you wanted to know something quickly, like what happened in a historical event or how to solve a math problem, would you ask an AI? Why or why not?"

2. Brief discussion:

   • Explain that tools like AI can provide information very quickly, and sometimes that information might seem very convincing. However, just because an answer sounds authoritative doesn’t mean it’s always correct.

   • AI tools are trained on large datasets, but these datasets might contain outdated, incomplete, or inaccurate information. Also, AI doesn't “know” the truth but generates responses based on patterns in the data it’s been trained on.

Activity Instructions (5-7 minutes)

Step 1: AI Response Generation (2-3 minutes)

1. Divide students into small groups (3-4 students per group). If working as a whole class, you can ask students to volunteer answers, or you can have them work on separate devices.

2. Ask each group to choose one question to ask the AI. Here are some sample questions you can use (or let students come up with their own):

   • "Who invented the airplane?"

   • "What caused the sinking of the Titanic?"

   • "Who was the first president of the United States?"

   • "What’s the cure for the common cold?"

   Note: Make sure the questions are general enough to produce a clear, specific answer but also have a chance of generating inaccurate or incomplete responses.

3. Students should input the question into the AI tool (e.g., ChatGPT) and record the AI’s response.

Step 2: Fact-Checking the AI's Answer (2-3 minutes)

1. Each group must fact-check the AI response. They will use reliable online sources (such as trustworthy websites, educational sites, or books) to verify the answer. They should be looking for:

   • Was the information accurate?

   • Were any key facts missing or misrepresented?

   • Did the AI make any obvious errors or present outdated information?

   Students should also check for how specific and credible the sources are.

2. Students will write down whether the AI’s response was correct or incorrect and explain why. If it was wrong, they should write what the correct answer is, and why the AI might have made a mistake (e.g., outdated information, incomplete data, misunderstood context).

Step 3: Group Share and Discussion (2 minutes)

1. Have each group share their AI-generated answer and the results of their fact-checking. You can use the projector or a shared screen to show responses if you want to do this collectively.

   • What was the AI's answer?

   • Was the answer accurate? If not, what was the correct information?

   • How easy or difficult was it to find reliable sources to fact-check the answer?

2. Discussion:

   • Why do you think the AI sometimes gives incorrect answers? (E.g., It’s based on patterns, not on actual knowledge.)

   • How might someone be misled if they didn’t fact-check the AI’s response?

   • Why is it important to double-check information, even when it comes from a seemingly authoritative source like AI?

Conclusion (1-2 minutes)

• Wrap-up with key points:

  • Generative AI tools are helpful, but they are not perfect. They don’t "know" facts, and they can provide incorrect or incomplete information.

  • Just because something sounds credible doesn’t mean it’s true. Always verify important information, especially when using AI or other online tools.

  • Critical thinking and fact-checking are vital skills in today’s information-rich world.

• Final reflection question: "How will you approach using AI in the future? Will you always trust it, or will you make sure to double-check information?"