What advice would you give to a teacher just starting to incorporate claim testing into their lessons?

As a novice to the claim testing element, I am not sure I can give a ton of advice. However, I am trying to incorporate elements slowly to get students to source and claims test their document based questions. We have discussed what makes these sources "legit" versus something they may see on social media or in the news. We also watch news sources like CNN10 and I point out how the stories are cited for each story. They hadn't noticed or paid attention to these in the past, but are acutely aware of them at this point in the year.

As a novice to the claim testing element, I am not sure I can give a ton of advice. However, I am trying to incorporate elements slowly to get students to source and claims test their document based questions. We have discussed what makes these sources "legit" versus something they may see on social media or in the news. We also watch news sources like CNN10 and I point out how the stories are cited for each story. They hadn't noticed or paid attention to these in the past, but are acutely aware of them at this point in the year.

Using the term "claims testing" is new to me but the process of taking a statement and trying to verify or test its' accuracy is something we do, as humans, all the time.  I would tell a new teacher that they are probably more familiar with this process than they may realize.  I would tell a new teacher to start off small with a claim that is easy to understand.  I liked the claims testing practice we conducted in break out sessions during our first meeting and would urge a new teacher to start off with students using that claims testing tool with any statement, even something that is non-academic.

I think the claim testing practice on the google slide is a good way for anyone to start with this strategy.  I never had really thought about claims other than being evidence so I found this activity really eye opening.  I also like Tracey's idea of incorporating CNN 10 so that way students can then use the 4 categories to think about the news reports.   

Claim testing is a wonderful tool we can give to students that extends beyond our classrooms. Some students think history is boring and not an important class for them in school. However, I like to encourage students to focus on the skills that they can leave the course with. Evaluating and creating claims is a life skill they'll need in whatever field they pursue after high school. It can be a way for students to participate more because they'll see the practical nature of what they're learning. I'm in no way an expert in teaching/using these skills, but I have found that any time I can make real world connections, it's extremely beneficial in creating more buy-in from students.

How much time does that new teacher have?   

I love claim testing.   I could talk about this all day.   I'll try to sum up.

1. Start as early as you can.   It's usually my second lesson.   I realize I am responding in January but start ASAP.

2. I think claim testing boils down to identifying claims and then testing them.    My students haven't mastered the former so I spend time on that.  Look for #s.  Look for proper nouns.  Look for bold words and things in quotes.   Those are usually your best claims.

3. Then emphasize that claim testing is thinking.    A claim is something you believe to be true.   Why do you think Hannibal crossed the Alps with 10,000 men? (full disclosure, I have no idea if that is correct)    Why is the Sahara Desert the largest in the world? (Again, I think that's right?  Although it might be Antarctica by some measures).

To me it boils down to:

What's important?

Why do you believe it?

I hope that helps!

Ebony McKiver I always start with Bob Bain's video Claim Testers: How Do We Decide What to Believe? It is very relatable and helps students understand the concept. This activity is something I put together with the collective effort and suggestions of several teachers in this community. 

Claim testing is a skill that can be incorporated all year, and it can be done about once a unit at least. For example in US history you could do several: Was it better to settle in Jamestown or Plymouth, Was the War for Independence really revolutionary, Was Washington a good President, Should Andrew Jackson be on the $20, and etc.  Students will need direct instruction on the difference between claims and evidence at first.  For later ones, reviewing claim and evidence would be a good warm up.  For remediation lessons, show students the rubric and students examples; you can lead the class to evaluate the different writing examples.

My advice is to start with something the students already know, even if it is not subject-related, but something that students can find evidence that is not just opinion.  For example, you could have the students make a claim about the best-tasting ice cream, but most of the evidence is going to be based on opinions, it is going to be harder to find data.  However, if you use something like which is better YouTube or Netflicks, students would be able to bring not just opinions but could look up some facts to support their ideas.  The biggest think is don't start with something students do not have the background knowledge to answer.  

My advice would be to just give it a shot. I think we have students think about and evaluate claims all the time. Claim testing specifically is giving a new name and understanding to something we already do. Introduce the vocabulary (intuition, logic, authority, and evidence) and keep visual reminders in place. Start with something everyday like sports teams before moving into content examples.