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Connections: Fact Check Like a Pro

Becca Horowitz

Thanks for joining the Fact Check Like a Pro event! We know there was a lot packed into a short amount of time and want to hear from you about your takeaways. Here are some questions to get conversation flowing, but don't feel limited to these.

  • What do you notice about how your students draw on intuition, logic, authority, and evidence to test claims?
  • How do you teach students to support and refute claims / counterclaims?
  • Where do you anticipate your students will struggle more--generating strong supports or generating strong refutations?
  • What strategies have you used to help students feel comfortable grappling with competing claims?
  • Are any ideas forming about resources you might create and share with other teachers?

Top Replies

  • +2

    I have focused so much on supporting evidence that I have often neglected the counter evidence. The activities we did tonight reminded me that not only is a counterargument/counterclaim something I want…

  • +1

    Give them a sentence frame to use

    • Claim: “I think ___ because ___.”

    • Counterclaim: “On the other hand, some argue ___ since ___.”

  • +1

    I teach students by introducing them to a biased opinion on a topic or an incorrect statement about something we have learned about. I ask them why they think that bias and/or statement are incorrect and…

  • Give them a sentence frame to use

    • Claim: “I think ___ because ___.”

    • Counterclaim: “On the other hand, some argue ___ since ___.”

  • Hi all! That was my first OER session and that was a lot! Especially since it seemed geared towards high school and advanced academics. My school is a Title I feeder school and this will require a lot of scaffolding and modeling for my student population. The big take away for me was the focus on the process for testing claims. I really liked the four steps: intuition, logic, authority and evidence. EVIDENCE being the most important. What do the sources say? What other pieces of primary sources corroborate the claim? 

  • I teach students by introducing them to a biased opinion on a topic or an incorrect statement about something we have learned about. I ask them why they think that bias and/or statement are incorrect and why. I try to build in them using more evidence to support their counter claims. My biggest concern is fitting it into pacing.

  • My students tend to struggle with counter claims because there isn't a single right answer. They have to make a decision.

    I don't do a lot of work on counterclaims or refuting claims so I like this topic. I also like the idea of having to understand who is making the claim and deciding on authority. 

    For competing claims I tell students there is not a wrong/right answer, but they need to make the best informed decision with the facts they have.

    I think in World 2 I can make a lot of claim/counter claims. Maybe with the atomic bomb. 

  • in reply to Heidi Shebaro

    Yes I use these sentence starters and paragraph frames every day in class. It helps students develop academic language and helps to organize their thinking when reflecting. Fantastic strategy!

  • My students tend to struggle with counter claims because there isn't a single right answer. They have to make a decision.

    I don't do a lot of work on counterclaims or refuting claims so I like this topic. I also like the idea of having to understand who is making the claim and deciding on authority. 

    For competing claims I tell students there is not a wrong/right answer, but they need to make the best informed decision with the facts they have.

    I think in World 2 I can make a lot of claim/counter claims. Maybe with the atomic bomb. 

  • in reply to Kirk Popovich

    Pacing is a huge concern. We can't use everything so I remind myself to try out one small piece to start.

  • in reply to Heidi Shebaro

    Sentence starters and paragraph frames are wonderful for all levels.

  • My students struggle with authority at times. We use the ALIE acronym, but sometimes one claimant's bonafides are not cut and dry more impressive than the other claimant.  Plus, some contextualization needs to be used to understand the original intent of the claims.  It is an ongoing process!

  • Formal claim testing is a great idea but may run into timing limitations/ background deficincies (espeically at the lower levels). I would love to see more scaffolded materials that were ready to use. Sentence starters are useful and I think even shorting this to having to identify a strong counter claim could be a really useful activity.