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6.3.2 A Worked Example: A Lesson on Evaluating News and Digital Content

▣ Practical example: judging a circulating claim
Context: a group learning to verify a widely shared claim.
Task: compare two sources and identify the missing evidence.
Approach: AI presents three short posts of differing credibility, then asks verification
questions only.
Why this design: it practices judgment rather than memorizing a list of tips.
Verification: the learner justifies their decision, cites a primary source, and shows one
lateral-reading step.

The activity begins by presenting one claim without asking for a search immediately. Each
learner writes a first prediction and their level of confidence. The tool then offers three

possible verification paths, and the learner chooses one and explains why. They then move
to real approved sources and gather evidence. Finally they compare their first and final
judgments and write what changed their mind. Here the tool does not produce the

judgment; it organizes opportunities for practice and reflection.

Before the lesson, the teacher can use AI to generate versions of the case suited to different
fields, then review them. During the lesson, groups may use it as a partner in the discussion

that asks “what is the evidence?” or “what is the primary source?” After the lesson, it can
help gather recurring patterns in the students’ explanations, with personal data removed,
so that the teacher can identify the next point to explain.

✕ Common misconception Correction

Starting with a request to “write a fun Begin with a clear outcome and clear

lesson plan” and then trying to attach an evidence, then ask for activities that let
objective to it. the learner practice the required action.

✓ Practical tip: circle the learner’s verb
When reviewing any generated activity, circle the action the learner will perform. If most
of the time will go to watching, copying, or waiting for the tool, redesign it.

● Remember: Section summary

• Key idea: Planning begins with the outcome and the evidence, then the activity and the
tool.
• Practical decision: Use constructive alignment and an executable design card.
• Mistake to avoid: Collecting attractive activities that do not practice the action named
in the learning outcome.

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