| |
|
Teaching
Ideas and Units - Teaching Strategies
Academic
Controversy
Speaking and listening
Bands B,C,D
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.
|
|
|
 |
|
|
|
|
