#sschat Archive
#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Monday October 17, 2016
Welcome 2 BHP Claim Testing & Document Evaluation! Intros: What/where do u teach? What brings u here? Use in response
Good evening! Here from Novi, MI & excited to chat with BHP team
Chris from Bloomington, IN. Teach world history for online private HS & am one of the co-mods. Love learning more about claim.
Matt Doran, SS Coordinator, Columbus, OH
good to see ya! looking forward to RTing your BHP veteran teacher insight
BHP on Twitter! https://t.co/86qHFgB4kT
Welcome 2 BHP Claim Testing & Document Evaluation! Intros: What/where do u teach? What brings u here? Use in response
6th grade NC ! I heard about a few years ago , excited to hear more
Hi ! Emily from NY. 7th grade US history. Interested to hear more about claim testing.
Dan Krutka checking into from TX. I teach teachers, previously HS social studies. Interested in big Qs explores.
Joanne from Lee'sSummit MO. 7th grade world history and 11th modern global issues. Excited about tonight's chat.
Heyo, . I teach Big History to 9th graders at Muscatine High School in Iowa. Excited to share and learn!
good evening from Wash DC excited to chat
Welcome! We'll have lots to learn from one another this evening.
I am a pre-service teacher in SWVA in a digital technology course.
Mrs. Kelly, 9th Grade US History, MD
Welcome, Matt! Thanks for joining.
Kevin from Massachusetts where I teach all levels, U.S and world histories. Always ready to learn
Hey! I'm Scott Collins. I teach BH in a southwest suburb of Chicago and am ardent disciple of claim testing in the classroom
Greetings! Lisa from Bklyn has been a game changer in my 6th grade class
Q1: What are the strategies you use in class to help students evaluate claims?
Welcome, Bruce! Thanks for making it. Have you had a chance to explore the course since?
Erin Dreelin, checking into from Blacksburg, VA. Still a student teacher here, but hoping to teach Ancient World History!
Rachel is one of our very own BHP Teacher Leaders! You'd be wise to follow her on Twitter.
A1 I regularly use the language - claim and evidence.
A1) Use headlines, opinion pieces, primary sources, etc. regularly & have Ss evaluate how & how well author supports argument.
Hi! I'm Patricia and I am a pre-service teacher in VA!
primary sources. There's a public record somewhere
Q1 has been asked! Start your response with "A1" to keep this organized :)
Awesome! How do your students determine what "well" looks like?
A1) Nothing more empowering than providing Ss with claim testing vocabulary. It all begins there!
A1: Our professor teaches us to use questioning strategies on primary source docs. Maybe some SCIM-C?
Using the lingo daily is critical. We're starting to hear students use it more frequently, with less and less prompting.
A1: I like 's strategies for historical inquiry - sourcing, contextualizing, corroborating, & close reading.
A1) we have been learning how to intergrate primary sources into our teaching. also, using politico app to verify claims in media
Have had them create standard of what well supported argument consists of. Revisit as their knowledge evolves.
A1. Sourcing & Corroboration - Who is making the claim? What agenda is served by the claim? Is it supported by multiple sources
Important to establish an environ where students feel comfortable questioning each other. Doesn't work if questioning = disrespect
A1) Love giving them supporting/contrasting material to back up their claims... kind of like a treasure hunt for the truth!
A1: to evaluate claims, we practice on primary sources. In my placement, we try to focus on cartoons
Ken checking in from Western Oregon University
Is there are claim tester that hangs your students up? We struggle to effectively use intuition to evaluate claims.
Too true. How do you set up this environment?
A1 NCSS media literacy Qs can be good tools for evaluation
A1: In class we learned about inquiry based learning. Asking questions, contextualizing, researching, etc.
A1 Get kids evaluating claims using primary sources to sort and rank based on analysis
A1: Use opinion pieces and identify claim(s) and supporting evidence
Love it. Election season = perfect real-world application of claim-testing!
And questioning sources. If always assume textbook or website is correct, that can be problematic.
A1 - Guide Ss through texts using annotation strategies to recognize claim and evidence.
I try to underscore their intuition when they make an unsupported claim. Legitimizes their idea, push to to look for more
Annotating is so helpful. Been experimenting w/ different online tools for annotation.
A1) there seems to be more political "fact checkers" tools from a Civics point of view (politifact, to name one!)
Thanks for sharing! What does this look like in your classroom?
A1: Ask Ss to determine whether claims are based on reason or evidence or both?
A1 Good to get Ss up and moving - line up by analysis or move to a corner of the room based on opinion of claim then discuss
Great thoughts! Q2 coming in 1 minute...
A1 Summarize assertion. ID evidence on which it is based. Eval evidence for validity. ID info left out of assertion. Eval ev for it.
Which annotations strategies do you use? I'm a fan of double entry and Notice&Note signposts.
Movement is so important!
Yes. Sometimes this questioning, skeptical attitude is unfamiliar to students as a positive thing.
Questioning not only textbook claims, but the politics behind them can encourage healthy skepticism.
What do you recommend for annotation online? Have used Scribl and Diego.
Is there a link to where we can see these online?
A1. Analyzing prim. sources obviously impt, but then so are secondary & tertiary & data in graphs. That is "stuff" our Ss see daily
"Healthy skepticism." I like that.
Can you provide link to that video? Thanks!
A1 origin purpose value and limitations
Hey guys jumping in a little late tonight. Val from Ft Worth Texas. Teach US hist
Cognitive modeling works well to establish safe place for questioning. Some call it think-aloud
A2 Authorities can be wrong. Logic is fallible. Evidence testing for evidence from various POVs is most reliable.
A1: I use claim testers in all classes! I also work w/Ss using#Enbrighten
Copied & pasted into GDocs (primary sources out of copyright) & used Kami. ELA colleague uses Perusall.
Pam here. Teacher educator in NYC. Work at College that sees social studies as core of curriculum.
For that have done it, how does intuition work as a means to evaluate claims? https://t.co/DhBCXEJe1J
Q2: In BHP, studs eval claims using 4 simple tests: Intuition, Authority, Logic, Evidence. Thoughts? Agree? Qs?… https://t.co/vqfwXVcgsf
A2 Interesting. Are these equally weighted?
Welcome! Qs 1 and 2 have been asked - jump on in! No such thing as "late" on Twitter :)
Agree. These are also where Ss can participate the academic discourse of the field.
Hey gang - coming in late from a school fundraiser! Excited to be going to PCSS in Harrisburg Thursday night
Yes, I fear emph on primary sources has made Ss believe they are always superior when have purposes like all sources.
A2 seems cool, but even good sources can be bias
Tyler from MI joining late, how is everyone tonight?
Ss spot these in everything they read/watch & learn how to use them to suppport their own claims!
A2. Logic is an excellent interdisciplinary tool. It's helpful in reasoning--connecting evidence to claims. https://t.co/Xk8qU1ibrb
I love OPVL. Most efficient source evaluation. More specific way to contextualize bias
I use GDocs all the time and now Google Classroom which allows students to annotate on PDfs.
Isabelle Selak, 11th gr. US and 12th gr. Gov't, Morgan Hill, CA
A2) I think intuition comes back to building up a questioning "spirit" in your classroom...let them see not all sources are "good"
A2: 4 tests seem like a great way to stimulate young people thinking. I would be interested to see which test has more affect on us
Welcome! BHP hosting a session there. Email me allison@bgc3.com if want to connect!
All sources are biased. Not a bad thing. Just need to recognize.
A2: Intuition is a good start, but must be backed up by logic, authority&evidence. Seems these 4 fit 2gether. https://t.co/V3PWUaJosf
Q2: In BHP, studs eval claims using 4 simple tests: Intuition, Authority, Logic, Evidence. Thoughts? Agree? Qs?… https://t.co/vqfwXVcgsf
A claim based in evidence is one that is the strongest and most reliable. https://t.co/fkg1w6RaXO
A2 Interesting. Are these equally weighted?
A2: Intuit. & author. lead 2 a spiral of testing more claims. What makes s-thing/s-one an author.? Can we trust our intuit?
doesn't mean they can't be used as a learning tool either
True, as long as the evidence can be tested and found to be relevant and valid.
I am hosting a session as well
The bias paints a bigger richer canvas of the story.
A2: Any sleep-deprived Cubs fans out there?! This post-season we're using the claim, "This is the year!" to introduce claim testing.
provides students with a structure for claim-testing. https://t.co/Xye3tjbMEN
A2: Intuition is a good start, but must be backed up by logic, authority&evidence. Seems these 4 fit 2gether. https://t.co/V3PWUaJosf
Q2: In BHP, studs eval claims using 4 simple tests: Intuition, Authority, Logic, Evidence. Thoughts? Agree? Qs?… https://t.co/vqfwXVcgsf
I didn't know Ss could annotate pdfs in Classroom. Nice. Example?
Great underway with teachers and fans! Topic: Claim testing and document evaluation https://t.co/H6RZAXFKJM
All sources are biased. Not a bad thing. Just need to recognize.
Agree. Always want the back story.
Always trying to validate our intuition using other claim testers. So many breakthroughs in history began with intuition.
Context is everything. Ask value or limitation of a source and it changes in realation to different problems.
Absolutely agree that understanding/recognizing bias is essential as history students! Can't just ignore
I love the phrase "History has its history" when looking at claims
Absolutely. https://t.co/RmLJ6XyqDb
True, as long as the evidence can be tested and found to be relevant and valid.
Love the connection to current events!
A2: I like the inclusion of intuition. I want my Ss to trust their gut. Important decisions are made w/ the gut.
A2: (Q) When you do these evals, do you discuss how students should weight these appeals? And their logical validity?
I have to look at the Friday schedule! Been putting time into my presentation I didn't even check the time! Duh
Yes, as sources differ in value depending on ? you are trying to answer or argument being made.
Maybe bias isn't always bad. A call for understanding all perspectives. https://t.co/GKjkcXvkCq
The bias paints a bigger richer canvas of the story.
I don't have an example tonight, but just upload a text in Classroom as a PDF and have Ss annotate.
was at the game on Saturday!
Consider too role of popular media in making scientific or scholarly ideas accessible.
A2 I have the students sell me on each source before research can begin. In 10th grade, they have the skills, now application
Hi . I hear ya'! I'm truly fortunate to work in a place where ss as the core is the stance.
This is so great!! Q3 on the way...
Though research tends to be presented in over-simplified manner (health claims, for ex).
Q3: As the year wears on, how do you build on initial efforts to deepen student’s evaluation of claims?
Look forward to it! Always a great conversation https://t.co/sdzGdq6Va9
Excited to have zoom into my class tomorrow. My students are so lucky.
You must always consider the context when evaluating the source. https://t.co/MkxF9Ogypq
Context is everything. Ask value or limitation of a source and it changes in realation to different problems.
Students sometimes state that so and so is an unbiased source - we then get into why there is no such thing, schema, etc
I know students/adults whose guts veer towards unsupported conspiracy theories or weak claims. How do we avoid that?
as a mets fan who went through that last October, hang in there! NYers pulling for the cubbies! At least this one is
Encourage skepticism especially when one has strong feelings.
A3: Add in disciplines. What would someone from this or that point of view say? What evidence would they find or need?
A3: Its important to include current events in the class room to keep students informed.
A2) A2) I've been asking Ss to consider consequences of accepting 1 claim vs. other, as well as judging red. of a claim. Thoughts?
Don't encourage them to watch the History channel.
A3: Maybe you employ different tactics? SOAPS-tone? Offer students more controversial subject matter?
BHP teacher leaders doing a great job of modeling on-topic conversations ;)
And how do we help Ss from disregarding evidence because it doesn't align with a "gut" feeling
A3. I think choice is really important. It allows students to be empowered and have a say in what they learn.
A3: Perhaps use spiraling method as in what I am asking students to do with claims gets more & more complicated as the year goes on
Right on, Bill! Also, Ss need to find sufficient evidence to support claims modify claims when necessary.
A3 Make it a habit to evaluate a major issue each unit. Get Ss used to thinking deeply and questioning
A3 Have Ss eval multiple perspectives of events/topics. Encourage & require Ss to have Qs about these topics that must be pursued
Hey Just jumping in to this chat to model a Twitter Chat for teachers
A3) challenging students to find evidence to support different opinions about many different topics
I think intuition (coupled with the other claim testers) has been at the heart of many breakthroughs in history.
A3. Deeper, student-centered research. Ss curate a collection of scholarly sources to compare perspectives. Introduce more fallacies.
Definitely!! Giving them choice allows them to take ownership of their learning
great question I think alot when 1 issue gets alot of attention
A3: We build up to counter-claims and developing more nuanced, less binary claims.
A3 Repetition is key. Great time to use current events.
Yes, the pursuit of knowledge across disciplines is so good.
A3: We include the Craft of Research approach --> claim, reason, evidence, acknowledgment and response Does… https://t.co/vtT2LPAxoN
The main lesson is that there are few absolutes in history - more argument and persuasion - tough for students to accept
Yes, appreciation of nuance and shades of grey are critical
Yes, I think the "What do you know? What do you ask?" activity in each unit gets at this.
A3) make the material more challenging. Start w/ "bite-sized" bias and then look later at bias from more credible sources
When the Ss write the questions they pursue, it becomes knowledge. It sticks!
Thanks for the article - great conversation starter!
How often do you find students conflating authority and evidence?
underway! How do you help students evaluate claims? https://t.co/iyqKSJuWJ1
The main lesson is that there are few absolutes in history - more argument and persuasion - tough for students to accept
Anyone ever do the NCSS webinars? Was thinking of putting in to present...
Accept nothing at face value. Question everything. https://t.co/oDyH7xLili
The main lesson is that there are few absolutes in history - more argument and persuasion - tough for students to accept
Very true! Also, allowing Ss choose historical themes to use as lens through which to study past.
yes! I also believe that supporting Ss to ask Qs, encourages their curiosity & critical thinking
Need to check out . I've heard great things. Want to use it with
Healthy skepticism! https://t.co/Ad2JGTX3Db
Accept nothing at face value. Question everything. https://t.co/oDyH7xLili
The main lesson is that there are few absolutes in history - more argument and persuasion - tough for students to accept
Great point. Many early intuition-based breakthroughs are overturned when new evidence, new perspective is introduced.
History Channel is entertainment like Comedy Central provides us with news.
Ooh say more! What are sources and subjects of of "bite-sized" bias? This sounds approachable.
when the authority creates evid. In happens often in the early units when we discuss major scientific discs.
students should be taught to question all claims.
Must prioritize though. If we question everything, we can't even move. Example: How can I be sure that eating won't kill?
I would say starting with easier to identify biased pieces. A lot of people take big names at face value
Used claim testing in 12th grade gov't class. Assignment to claim test the debates. Seniors were overwhelmed with inaccurate claims.
What are students making of a seemingly obvious disconnect between 'facts' and politics?
over the year, you can build your students up to have the knowledge to take down mass media! (;
They were not alone. Yeesh.
A3: I also think its important to prepare deeper discussion questions that initiate deeper thinking for the students.
we will also be reading this comic to discuss point of view and bias - this is from stormtrooper's viewpoin… https://t.co/cHv4G4KZdh
So true, so many half-truths &a outright lies. Perfect way to use claim testers!
Great assignment. Where did this realization take students?
Q4: Do your students do a good job structuring their evaluations in writing? What are some of the techniques you use?
Q4 coming... start thinking about writing...
The gut is spur of the moment. Most often --> help Ss develop empathy for the sources and evidence
I cannot like this enough! This is amazing!
Time to take my daughter to ballet. Thanks for the !!
But, if we spend our time questioning the validity of the election process, no time to question more relevant things.
Very clever. Bias is tricky to introduce. Love the idea of making it bite-sized.
then I read to them the true story of the three little pigs - yes, in high school.
What's the line between healthy skepticism and overwhelming distrust?
A4: Beg of the year = sent. starters and scaffolding. Later we work indepen. use strategies like I.C.E.D to start also
Q4) While I don't have any students, I think it would be helpful to provide an outline when they start these at the beg. of the year
I think that claim testing has never been more relevant than it is today as we sift through all the claims made by politicians.
My *intuition* tells me this claim is true. :) Thanks for participating!
Been asking Ss to come up with themes for context and synthesis () in addition to the question themes
Great point. Though an emotional response can be hard to refute. Look at the election.
A4 It takes practice and some scaffolding to start with but most Ss can find success as you help them progress!!
Last weeks TIME mag has great article called "truth is out there," can be used to teach claims and claim testing.
Evidence and consequences.
it's so much bigger than the election of 2016.... it's about thinking critically https://t.co/084zbIujkN
But, if we spend our time questioning the validity of the election process, no time to question more relevant things.
A4. it is important to use cross disciplinary strategies and collaboration. Perhaps work with an English teacher?
Always use that! Butter Battle Book for Cold War and others. Children's books are an amazing resource
A4: a large emphasis on DBQ's to get students anaylzing documents and coming up with conclusions on how this relates, etc.
I agree, but not possible to think critically about everything. We must prioritize and choose.
A4:I'm currently paired with 8th graders... at that age, i think providing some questions to provoke every "evaluation" is good
Two ways to control a population - restrict all information or put everything out there and get lost in the chaos
do you teach BHP? Check out our Investigations (1 per unit)...they are modeled off DBQs.
A4. I have noticed students have a hard time with writing because they are used to multiple choice exams.Thoughts?
Love this idea of collaboartion for evaluation. Good to bounce ideas off one another
Hopefully they will start to internalize those questions and ask them on their own when hearing/reading claims.
A4: In our unit projects, 7th graders must support any of their claims with at least 1 piece of evidence. Could definitely do more!
Media literate students are what we need to create - so that they can discern fact from fiction. https://t.co/8JWmt3h9uj
I agree, but not possible to think critically about everything. We must prioritize and choose.
Be careful - hen tchng Columbus, Ss want to know why earlier teachers lied to them. We discuss appropriateness of age, but still...
Practice, practice, practice.
Also helpful if same language used across disciplines. Ss see value & practice often.
A4: We're in the midst of writing a claim that answers the prompt and sets up organization of the essay. https://t.co/dakB1ykLtQ
what does BHP stand for? Thanks!
Difficult to gather true evidence of understanding through MC tests. Completely agree.
Forgot how much fun can be -- an idea cornucopia. Bravo and Brava all.
juicy stuff in this . How do you walk line between skepticism and mistrust? https://t.co/S4d8ITGcVU
It's a fine line. However, like many arenas in life, if you sit back and accept everything, you'll fall for anythin… https://t.co/orSWx63k5C
A4 I surveyed PA history professors and chairs. #1 complaint - Ss can formulate complete argument. Not enlightened writing
willingness to accept evidence?
A4: My students rarely question their sources. Maybe annotated bibs before they write a paper?
Also hard to tell if Ss can apply knowledge & skills.
A4 they didn't say tech skills, 21st century skills, etc were lacking - more writing. Not thesis paragraphs - full arguments
great discussion to have w/Ss! How much evidence do you need to lean one way or the other?
Q4 Used Double Entry Journals and signposts to help structure claims in writing https://t.co/DCOlCylLm1
Q4: Do your students do a good job structuring their evaluations in writing? What are some of the techniques you use?
A4: We use "Signal Words" to help students recognize historical thinking and use it in their own writing. https://t.co/VPP5fmL3s8
Thoughts about "informal" writing as scaffold to "formal" writing? How and when?
Big History Project! Here's our course website: ohttp://bit.ly/1p7zihK
A4 Start small. Build stamina over time. Accept where they are and just encourage them to get better.
evidence, evidence, evidence my friends
yes!We all must sit & have common expectations -including health tchrs,math, etc
And how to incorporate opposing points in your writing. Ss typically weak here.
It is a fine line indeed and one that can only be tread upon with practice evaluating claims. https://t.co/u3lEsCq3aO
juicy stuff in this . How do you walk line between skepticism and mistrust? https://t.co/S4d8ITGcVU
It's a fine line. However, like many arenas in life, if you sit back and accept everything, you'll fall for anythin… https://t.co/orSWx63k5C
See good writing. Emulate good writing. Evaluate your writing vs. good writing. Repeat.
Annotating a bib b4 our Little Big History project = gold! Ss dissect source validity
Agree again, as long as the evidence can be shown to be relevant and valid.
is always sharing resources from her BHP classroom. Thanks!
A4: I want 2 incorporate journaling in my classroom to read thoughts my students have that they may be nervous to share in the class
Love it, just keep forgetting about it! : ( Now as former Clevelander, am about to settle into an evening of baseball!
Do you think Ts fail to model enough actual writing, the process? Pull back the curtain and make it visible?
Claims and counterclaims can be included; it's good to acknowledge the opposition. https://t.co/b4ldYr6B2m
great discussion to have w/Ss! How much evidence do you need to lean one way or the other?
yes! I teach them to bury it after 2nd point - pretend to be open minded
Writing should be a daily thing, whether it's annotating with a question or reflecting on lrng.
Examples and non-examples available for Ss to see
Q5: Which tweet has resonated most with you? What do you aspire to do next in your classroom as a result of chat?
yes! We have to show them our edits along the way!
LOL Good way of phrasing it. Ss have to show awareness of opp pts.
I agree that students need explicit & engaging instruction in how to address points and counterpoints.
That's a great question. How to model writing process w/ Ss?
A5: More modeling of good writing by teacher...aspirational goal. Thanks for all the ideas!
A5: using the idea of choosing one claim over another and evaluating the possible consequences Can't wait to use this!
Students should be practicing this skill in all content areas. https://t.co/weHKB1CSTh
I agree that students need explicit & engaging instruction in how to address points and counterpoints.
A5: The idea of bite-sized bias really hit home with me. https://t.co/XxjiZEoAhZ
A3) make the material more challenging. Start w/ "bite-sized" bias and then look later at bias from more credible sources
This hour has flown by! Q5 = reflection and next steps. What are yours?
This is one of the things I really like about GDocs (revision hist). Perhaps a way to share w/ Ss.
"There is no such thing as an objective perspective." Nice share!
I annotate with every class - show them I also do the work - my way is not only way - be open minded. My answers change over time
do most teachers write? Get published or even blog?
I think it's really helpful to model your own note-taking techniques. And for students to model their methods.
Nice framework! It's important for Ss to see what it looks like. We work a lot of sentence stems, esp in lower performing
yes we do! And share share share!
A5: "... 8th graders at that age, i think providing some questions to provoke every "evaluation" is good" !!!!!!
Q5: This was my first ... interesting to really get into it, favorite part was the feedback from wiser, more experienced teachers (:
Sentence stems are so helpful. The hardest part is often getting started.
I think need to spend more time REWRITING sentences and paragraphs. Learning to write = learning to rewrite.
Some do. More ought to. Are you suggesting I start a blog? https://t.co/PQ18vt0Mc2
do most teachers write? Get published or even blog?
note taking and annotating are art forms - no one way to do it - IMO
Did this recentlly w/ my sister remotely (on GDoc) w/ source she was having trouble w/ for class. Modeled annotation.
A5. I like this with the combination of claims and unit projects. https://t.co/VKnUo3dPSr
A4: In our unit projects, 7th graders must support any of their claims with at least 1 piece of evidence. Could definitely do more!
Personally, I think reflection is key to best practices. I don't do it enough.
A5: "make material more challenging...bite sized bias and then look at more cred sources"
Rewriting is part of the process. Yes?
This is great! Very actionable. Thanks for sharing.
It's a pretty awesome community. One of my favorite parts of .
Have Ss evaluate difference btwn first and second drafts of famous texts, i.e. Declaration of Ind or
A5)Taking time w/direction&scaffolding in the beg.of the yr can help lead theSs to success throughout the yr. https://t.co/eYmi9zML1E
A4 It takes practice and some scaffolding to start with but most Ss can find success as you help them progress!!
These are great resources!Signal words work wonders for analytical writing.
my blog led to me being published and now I am on the road presenting - don't be an island
Love this! Too often Ss see finished product & think it just "came out" like that. Nope.
Great tonight! Thanks for moderating, . And we got a new slogan: - an idea cornucopia.… https://t.co/H47AIvqAzD
Forgot how much fun can be -- an idea cornucopia. Bravo and Brava all.
Great tonight! Thanks for moderating, . And we got a new slogan: - an idea cornucopia.… https://t.co/H47AIvqAzD
Forgot how much fun can be -- an idea cornucopia. Bravo and Brava all.
Thanks to all participants! Check out free, online PD if want to teach/learn more about BHP: https://t.co/1pMpdphjMu
