CONTROVERSY STEPS

1. Getting Started

To start, it is important to present the controversy in an interesting manner that provides students with needed background. Obviously, having students read the Great Questions essays on the topic they are discussing will create context and a shared knowledge base.

See Section 2.1 for various reading strategies. Also see the Learning Resources that have been developed for each topic. These resources contain a variety of questions that can be used to 'frame' the ensuing discussion.

2. Introducing Guidelines

Introduce the guidelines and procedures students are to follow. It may prove helpful to run through a diagram of creative controversy exercise. For a photocopy-ready Organiser for Creative Controversy Steps, click here.

Educators may want to instruct students on the skills and habits of mind needed to work through the controversy or take the opportunity to assess the extent to which students possess these capabilities.

See Section 2.3.2 for suggestions on encouraging co-operative learning skills.

3. Forming teams

Divide the class into groups of four, then subdivide into pairs. If the class does not divide evenly, then match a twosome with a threesome. Remember that the contending pairs should be of roughly equal academic achievement levels so that the debates are not one-sided. If regular attendance is an issue, form pairs and only combine into groups of four at the beginning of the debate phase. In these circumstances students can be made responsible for understanding both positions from the outset.

4. Pairs prepare their positions

Now that the class is divided into teams of four students, assign one pair in each team the pro position and the other the con of the assigned question.

Using the Does History Matter Great Questions as an example, this would see the pairs take different sides of the resolution: knowledge of Canadian history is an essential characteristic of active and informed citizenship.

5. Pairs with same position meet

Pairs arguing the same position meet and refine opening arguments. Advanced students can be encouraged to try to anticipate opposing arguments.

6. Round-robin questioning [optional]

You may wish to skip this step and go directly to step 7.

Each pair in round-robin process presents their position in an opening statement (e.g., 1 pro, 1 con, 2 pro, and 3 con). The opposing pair does not critique yet, but asks questions that clarify respective positions.

7. Teams advocate and refute arguments

After reminding students that their ultimate goal is to reach the best position for a group report, they argue forcefully for their position keeping in mind sound debating technique.

Monitor the groups to check on how well they follow guidelines for good arguments.

8. Teams reverse their perspectives

At this point teams are asked to reverse roles and positions. To facilitate this, educators may want to have teams switch places and notes. Allow students about 5 to 10 minutes to prepare an argument from the other point of view.

9. Teams reach decision and take action

Students are asked to drop all advocacy and strive to reach a common decision that each member can agree with and defend.

The results of the foregoing deliberation should be organised into a written report (these group synopses can later be posted on the Great Questions Essay bulletin board). Students may find it helpful to use a graphic organiser to understand the points they share and those over which they differ.

If a team cannot agree on one position, they should be encouraged to prepare a report that outlines and explains minority positions.

For suggestions on helping students make informed decisions and prepare sound reports see Assessment and Evaluation.