Consensus 1 - 3 - 6

Speaking and listening
Bands A, B, C, D

What is it?

A process that helps students to construct group understandings about issues (Process adapted from the one provided in the source listed below)

What is its purpose?

• For students to clarify their attitudes and values
• For students to reach agreement about the relative importance of ideas and issues

How do I do it?

• Students make individual lists of ideas about the topic. Give them a time limit to complete the task.
• Students work in groups of three to combine their ideas into one list.
• Ideas are discussed, modified, justified, included or rejected until a list is agreed upon.
• A limit on time and the number of items might make the task easier to manage.
• Two groups repeat the process.
• Final lists might be displayed on butchers' paper for discussion by the whole class.

How can I adapt it?

• Use 1 - 2 - 4 groupings for younger students or those who have had few cooperative learning experiences.
• Compare consensus statements with those made at the beginning.
• Ask each group to prioritise its ideas
• Continue with the process until a class consensus is reached.
• Ask each student to explain and justify his or her personal view in relation to the class consensus

How can it be used to evaluate students' language learning?

• Students could use self and peer assessment lists to evaluate their speaking and listening performances.
• Students could create texts which reveal the reflective processes they undertook and the arguments they used to justify their position.

Where can I find out more?

Murdoch, K. (1998) Classroom Connections : Strategies for Integrated Learning, Eleanor Curtain Publishing.