Academic Controversy

Academic Controversy

What is it?A co-operative learning form of debate in which students consider alternative sides of an issue before reaching consensus.What is its purpose?

·  To involve all students in co-operatively speaking, listening and thinking about an issue.

·  To focus on social skill development such as active listening, disagreeing agreeably, turn taking.

·  For students to consider more than one perspective on an issue, before adopting a position on that issue.

·  As an excellent activity to prepare students for writing arguments.

How do I do it?

·  Form class into groups of two pairs ( AA, BB)

·  All groups are given the topic phrased as a statement such as 'No advertising should be allowed on television', 'John Marsden's Tomorrow series shows a world without hope', 'Jane Austen is a better writer than Stephen King,'

·  AA team takes the positive position, BB takes the negative position.

·  Each pair has a set time ( 5-10 minutes) to construct an argument for their position.

·  AA presents their argument to BB who listen but may not interrupt or question.

·  BB presents their argument to AA who listen but may not interrupt or question..

·  Each pair adopts the opposing position and has a set time to prepare new arguments for that position. ( they may not use arguments already contributed by the other pair.)

·  AA presents as before, followed by BB.

·  Working together AA and BB review the arguments and achieve a consensus position in relation to the topic.

How can I adapt it?

·  Where the class does not divide evenly into multiples of four, some students might take on roles such as timekeeper, encourager, peer assessor, etc.

·  Students could keep notes for a related written task.

·  Useful for exploring themes, aspects of character in literature texts.

·  Students reflect on the discussion and construct a text which puts their personal point of view on the issue.

How can it be used to evaluate students' language learning?
Using a checklist or proforma with a pre-organised set of criteria, students could conduct self and peer assessments in relation to cooperation, speaking and listening, social skills.
Where can I find out more?
Bennett, B., Rolheiser, C., Stevahn, L. (1991) Co-operative Learning, Where Heart Meets Mind, Educational Connections, Ontario.