Bias Can Affect? Script

Introduction & Warm-Up (10 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're going to dive into something fascinating about how our brains work. I want you to take a moment and think about the word 'bias.' What comes to mind? What does it mean to you? Quickly, on a piece of scratch paper, or in your notes, jot down any words, phrases, or ideas that pop into your head when you hear 'bias.' No need to be formal, just a quick brainstorm."

(Allow 2-3 minutes for students to write.)

Teacher: "Alright, let's hear some of your thoughts. Who would like to share what they jotted down?"

(Call on a few students. Guide the discussion to include ideas like unfairness, prejudice, favoring one side, personal opinions influencing judgment.)

Teacher: "Excellent points! Many of you touched on the core idea of bias – a tendency to lean one way or another. Today, we're going to explore a specific type of bias called cognitive bias, and understand how these mental shortcuts can actually 'affect' our perception, decisions, and interactions in ways we might not even realize."

What is Cognitive Bias? (15 minutes)

(Advance to Bias Can Affect? Slide Deck - Slide 1: 'Bias Can Affect?')

Teacher: "So, let's start with our big question: Bias Can Affect? The answer, as we'll see, is a resounding yes! Our brains are incredible machines, but they sometimes take shortcuts. And sometimes, these shortcuts can lead us down interesting paths."

(Advance to Bias Can Affect? Slide Deck - Slide 2: 'What is Bias, Really?')

Teacher: "As many of you mentioned, bias is essentially a leaning for or against something. When we add the word 'cognitive,' we're talking about how our thinking process can have these leanings. A cognitive bias is a systematic error in thinking. It's not about being intentionally mean or unfair; it's about how our brains process information and make judgments, often without us even realizing it."

(Advance to Bias Can Affect? Slide Deck - Slide 3: 'Why Do We Have Biases?')

Teacher: "Why do we have these biases? Well, our brains are constantly bombarded with information. To make sense of it all quickly, our brains have developed mental shortcuts, or heuristics. These shortcuts are usually helpful – they allow us to make fast decisions in complex situations. But sometimes, these shortcuts can lead to errors in judgment. Think about it: Can anyone recall a time when you made a quick judgment about something or someone, and later realized you might have been wrong?"

(Allow for a brief moment of reflection or a quick share if a student volunteers a non-sensitive example.)

Teacher: "Now, let's look at a few common cognitive biases. These are just a few of many, but they are great examples of how our brains can play tricks on us."

(Advance to Bias Can Affect? Slide Deck - Slide 4: 'Common Biases: Confirmation Bias')

Teacher: "First up is Confirmation Bias. This is the tendency to search for, interpret, favor, and remember information in a way that confirms your existing beliefs. If you already believe something, you're more likely to notice and value information that supports that belief, and ignore information that contradicts it.

For example, if you think a certain celebrity can do no wrong, you might only seek out positive news about them and dismiss any scandals as rumors. Has anyone noticed this in themselves or others, perhaps with a favorite sports team, a political issue, or even a brand they love?"

(Advance to Bias Can Affect? Slide Deck - Slide 5: 'Common Biases: Anchoring Bias')

Teacher: "Next, we have Anchoring Bias. This happens when we rely too heavily on the first piece of information we get when making a decision. That first piece of information 'anchors' our judgment.

Imagine you're shopping for a used car. The seller initially lists it for $15,000. Even if you negotiate down to $12,000, that $15,000 'anchor' might make $12,000 feel like a great deal, even if the car is only objectively worth $10,000. We see this a lot in sales and negotiations. Can you think of other places you might encounter an 'anchor'?"

(Advance to Bias Can Affect? Slide Deck - Slide 6: 'Common Biases: Availability Heuristic')

Teacher: "Finally, let's look at the Availability Heuristic. This is a mental shortcut where we judge the likelihood of something happening based on how easily examples come to mind. If something is easy to recall, we tend to think it's more common or more likely.

For instance, after hearing news reports about plane crashes, you might start to think flying is more dangerous than driving, even though statistically, driving is far riskier. The vividness of the news reports makes those events more 'available' in your mind. What kinds of stories or events do you think might make an impact on people due to their 'availability'?"

Spotting Bias: Examples & Discussion (15 minutes)

(Advance to Bias Can Affect? Slide Deck - Slide 7: 'Scenario 1: The Group Project')

Teacher: "Now, let's put our new knowledge to the test. I'm going to present a couple of scenarios, and I want you to think about what biases might be at play. In your small groups, discuss the first scenario: 'Your group has to choose a topic for a history project. One member immediately suggests a topic they researched last year and got a good grade on. They strongly advocate for it, dismissing other suggestions as 'too hard' or 'not interesting,' even though they haven't fully heard them.'"

(Allow 3-4 minutes for group discussion.)

Teacher: "What biases do you think are present in this scenario? How might this affect the group's project choice?"

(Guide students to identify anchoring (first suggestion), confirmation bias (dismissing other ideas to confirm their own), and potentially self-serving bias.)

(Advance to Bias Can Affect? Slide Deck - Slide 8: 'Scenario 2: Online News Feed')

Teacher: "Let's try another one: 'You primarily follow news sources and social media accounts that align with your political views. When a major political event happens, you find yourself strongly agreeing with everything in your feed and dismissing any opposing viewpoints as 'fake news' without further investigation.' Discuss this in your groups."

(Allow 3-4 minutes for group discussion.)

Teacher: "What biases are at work here, and what are the potential consequences of this behavior?"

(Guide students to identify confirmation bias, and possibly availability heuristic (only seeing one type of information makes it seem more prevalent/true). Discuss the dangers of echo chambers.)

Bias Buster Worksheet (10 minutes)

(Advance to Bias Can Affect? Slide Deck - Slide 9: 'How Can We Be 'Bias Busters'?')

Teacher: "Great discussions! So, if our brains are wired for these shortcuts, are we doomed? Absolutely not! The good news is that just being aware of these biases is a huge step. We can also develop strategies to become 'Bias Busters.' Let's look at some ways."

(Briefly go over the strategies on the slide: Awareness, Seek Diverse Perspectives, Question Assumptions, Gather More Information, Consider the Source.)

(Advance to Bias Can Affect? Slide Deck - Slide 10: 'Time to Be a Bias Buster!')

Teacher: "Now it's your turn to practice being a Bias Buster. I'm handing out a Bias Buster Worksheet. On this worksheet, you'll find a few scenarios, and your task is to identify the potential biases and then suggest how someone could use our 'Bias Buster' strategies to make a more informed decision. You'll have about 10 minutes to work on this independently."

(Distribute the worksheet and circulate to assist students.)

Wrap-Up & Reflection (10 minutes)

Teacher: "Alright, let's take a quick look at the worksheet together. What were some of the biases you identified in the scenarios, and what strategies did you suggest?"

(Briefly review 1-2 questions from the worksheet, focusing on the application of strategies.)

(Advance to Bias Can Affect? Slide Deck - Slide 11: 'Your Bias Takeaway...')

Teacher: "To wrap up our lesson today, I want you to think about what we've discussed. Cognitive biases are a natural part of being human, but awareness is truly empowering. By recognizing them, we can make more thoughtful and informed decisions, not just for ourselves, but in our interactions with others and the world around us."

Teacher: "For our cool-down, I'd like you to take one of these slips of paper – your My Bias Reflection. On it, I want you to write down one bias you think you might personally have and one strategy you can use to be more aware of it or to mitigate its impact in the future. This is for you to reflect on your own thinking. Once you're done, please hand it to me as you leave class today."

(Collect cool-down slips as students exit.)

Warm-Up: Bias Brainstorm

Instructions: When you hear the word "bias," what immediately comes to mind? Jot down any words, phrases, or ideas that you associate with the term. There are no right or wrong answers – just quick thoughts!

Share your thoughts:

• What is one word you wrote down?
• Where have you encountered bias before?

Bias Buster Worksheet: Spotting & Stopping Biases

Name: _____________________________

Instructions: Read each scenario carefully. For each one, identify at least one cognitive bias that might be at play. Then, suggest one or two strategies from our "Bias Buster" toolkit to help overcome or mitigate that bias.

Scenario 1: The Gadget Guru

Your friend, Alex, is obsessed with the newest smartphone. Before it even comes out, Alex reads every positive review, watches every promotional video, and talks endlessly about how it will revolutionize their life. When a negative review pops up highlighting a minor flaw, Alex immediately dismisses it as "fake news" or claims the reviewer clearly doesn't understand the phone's true potential.

1. What cognitive bias(es) might Alex be experiencing?

2. What strategies could Alex use to be a "Bias Buster" in this situation?

Scenario 2: The Salary Negotiation

You are applying for your first major job after graduation. In your research, you found an average starting salary for this position is around $50,000. However, during your interview, the hiring manager casually mentions that the starting salary for similar roles at their company is usually around $40,000. When you are offered the job at $45,000, you feel relieved and think you got a good deal, even though you initially aimed for higher.

1. What cognitive bias(es) might be influencing your perception?

2. What strategies could you use to be a "Bias Buster" in this situation?

Scenario 3: The Health Headline

You see a news headline claiming that eating a specific superfood will instantly boost your immune system and prevent all colds. The article uses strong, emotional language but doesn't cite any scientific studies. Because you've been feeling a bit run down, you immediately decide to buy a large quantity of this superfood, without looking for more balanced information from reliable health organizations.

1. What cognitive bias(es) might be at play here?

2. What strategies could you use to be a "Bias Buster" in this situation?

Cool-Down: My Bias Reflection

Name: _____________________________

Instructions: Take a moment to reflect on today's lesson about cognitive biases. On this slip, please answer the following questions honestly:

1. What is one cognitive bias you think you might personally have or are susceptible to? (Think about your own experiences and how your brain takes shortcuts!)

   
   
   
   

2. What is one specific strategy you can use to be more aware of this bias or to mitigate its impact in your daily life?