Harry Wong
Oct 2017
Vol 14 No 3

Teaching Strategies: Fact vs. Opinion

By Susan Fitzell

fact-vs-opinionOne of the most important higher order thinking skills that students need to improve their academic performance is the ability to distinguish between facts and opinions.  This skill is particularly important because of the proliferation of altered truths circulating the Internet through email and website propaganda that too many people take as fact because it is written, when, in reality, it is merely opinion.

Students need to learn to ferret out fact from opinion. The teaching strategies we use should teach students to question what they read, research it, and ferret out the truth.  The skill of identifying fact from opinion is also a necessary skill for higher order comprehension as well as to increase their state test scores. Learning to discern what is true from what is false so that the decisions our students make are based on correct information is a critical life skill.


Comprehension is the literal recall of information from a read text. Higher order comprehension goes beyond the literal understanding of material and connects with students’ higher order thinking skills. Incorporating higher order comprehension into lesson plans at the secondary level is crucial for proper development of analytical and synthesis skills in students. As students advance in their studies, reading progresses from simple recall and recitation of facts to in-depth inferential analysis of material.

Implementing higher order comprehension skills into instruction helps prepare students to analyze material while they read.  Students learn how to read critically. According to Burns, et al., critical reading is evaluating written material and comparing the ideas discovered in the material with known standards to draw conclusions (Burns, 2009). This critical reading allows students to use higher order thinking skills and to apply them to information presented within text.

Fact or Opinion

Having students look at material and determine if it is fact or opinion allows students to comprehend material in a non-literal fashion. When students study a piece objectively, they look away from the non-literal meaning of the statement. Instead, the reader evaluates from a higher-order thinking level, which in turn helps them develop higher order comprehension of the text.  Higher order comprehension skills are developed with the differentiation of fact and opinion statements while reading. When students make this connection, they look beyond the literal meaning of statements and read critically, thus improving comprehension.

About the author

Susan Fitzell OCT15Susan Gingras Fitzell, M. Ed, CSP specializes in transforming teaching from whole class instruction that teaches to the middle to instruction that structures and enhances lessons to reach every student, whether gifted or struggling. She’s a dynamic, nationally recognized presenter, author of over a dozen books for teachers and parents, and an educational consultant. Susan speaks from experience in the classroom! Her work focuses on building caring school communities and helping students and teachers succeed in the inclusive classroom.
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This entry was posted on Monday, December 5th, 2016 and is filed under *ISSUES, January 2017, Susan Fitzell. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.
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