Reflection: Student Led Inquiry Analyzing Sources for Credibility and Bias: The C.R.R.A.A.P. Test - Section 4: Wrap up and Next Steps


So, we are not in the computer lab for direct instruction very often. Here's why: when the kids have a keyboard and screen in front of them, they are immediately distracted. My students are typically really well behaved, but they were totally distracted and off task today.

This leads me to a few conclusions.

First, my teacher-librarian and I need to think of a different method for delivering this information in the future. They will be expected to use the CRRAAP test for every research project moving forward (from grades 10-12) and we needed to have them more attentive to the task at hand. Sarah and I talked about this after class and had the great idea to use the mobile lab next year. That way we can give the instructions, then let the students use the computers to do the practice. File that away for next fall.

Second, if we are teaching a student-led inquiry process, we need to allow for more messiness. The CRRAAP test is pretty great as a uniform tool that all sophomores will be using, but it isn't the only way for students to evaluate the credibility and usefulness of a source. Perhaps another idea for next year is to have the students create their own tool for evaluation and then compare their tools to the tool we provide.

In any case, I think we will have to review this on Monday as I'm pretty sure they didn't absorb it as firmly as I would have liked them to.

  Computer Lab Woes
  Student Led Inquiry: Computer Lab Woes
Loading resource...

Analyzing Sources for Credibility and Bias: The C.R.R.A.A.P. Test

Unit 7: Argument: Persuasive Speaking and Rhetorical Anlaysis
Lesson 3 of 11

Objective: SWBAT identify the relevance and credibility of research sources by utilizing the C.R.R.A.A.P. test when doing research for their persuasive speech topics.

Big Idea: How do you know a source is good? Put it up against the C.R.R.A.A.P. test and find out!

  Print Lesson
14 teachers like this lesson
Similar Lessons
Taking Time for Summative Assessment: What Have We Learned So Far and Can We Prove it on a Performance Task?
10th Grade ELA » Writer's Workshop Google Doc Style: Writing an Editorial
Big Idea: Following a multi-step procedure helps students independently write an argumentative essay
Independence, MO
Environment: Suburban
Lindsay Thompson
Gathering Evidence to Write Arguments on Demand
9th Grade ELA » Writing Arguments
Big Idea: Students prepare to meet the demands of "on demand" argumentative writing
Bel Air, MD
Environment: Suburban
Paula Stanton, PhD
A Guest Author Inspires Students to Express Themselves By Writting"I Am" Poems
9th Grade ELA » Expressive Writing
Big Idea: How to inspire urban students to write meaningful "I Am" poetry.
Springfield, MA
Environment: Urban
SiriNam Khalsa
Something went wrong. See details for more info
Nothing to upload