Constructive Controversy

(Joel G)

Rationale

       Research by David and Roger Johnson of the University of Minnesota (1985, p.337) indicates that the strategy of constructive controversy promotes "...verbal rehearsal and exchange of the assigned material, the most concern that all students master the assigned material, (as well as) the most active search for more information about the topic being studied."  Taking controversial topics and assigned readings, students work in pairs to defend an assigned position and then work in a group to generate possible solutions to the controversy at hand.  Studies also indicate that cooperative learning techniques like constructive controversy show positive effects on the percentile gains of students overall (Marzano, p. 39)

 Procedure    

A. Students are assigned a group of 4, and then assigned a partner to work with within that group.

B.  The controversial topic that is the focus of the constructive controversy is explained to students and each pair within a group is assigned a different position that they will defend.  Each pair will be given a reading that will explain their assigned position that gives examples of why this position is important.

C.  The following process for the constructive controversy will be explained to the students:

1.  Each pair will be given a designated amount of time to read, highlight, and make notes on the information that they feel is important and relevant to defend their position to the other pair.

2.  When that amount of time is over, each pair will be given 4 minutes to explain their position on the issue to the other pair. During this time, the pair that is not presenting information will be actively

listening and taking notes, but may not interject any information or opinion. 

3.  After both sides have had thier time to present, the pairs will be asked to switch positions and readings with the other pair.  Each pair will now be given a designated amount of time to prepare further agruments on their new position.

4.  When that amount of time is over, each pair will be given 2 minutes to to explain their new position      on the issue to the other pair.  During this time, the pair that is not presenting information will be actively listening and taking notes, but may not interject any information or opinion.

5.  When that amount of time is over, groups will be given the opportunity to talk openly about their personal views on the controversial topic.  As a group, they must now compromise to come up with an opinion or solution to the controversial topic that they can all agree on. 

6.  After a designated amount of time to complete step 5, one person from each group will present their group decision or solution for the controversial topic to the class.

 References

Johnson D. W., and Johnson, D. (1985). Classroom Conflict: Controversy Versus Debate in Learning      Groups. American Educational Research Journal, 22(2), 237-256.

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria: Association for Supervision and      Curriculum Development

Other Procedures

This strategy stresses the 3^rd form of literacy that has not gotten as much attention in this course.  I’m referring to verbal communication.  Many companies biggest complaint of young people entering the work force is their inability to express themselves verbally.  Granted one has to read and write well but verbal is just as important.  This strategy works well in this regard.  I don’t see how it might work in math class and possibly science at the secondary level, but definitely at the most important subject of Social Studies....by Rick Spinner

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If I ever got hired as a Social Studies teacher, I would have loved to implement Constructive Controversy in my classroom.  I think it has great applications not just for the "controversial" debates, but also for many "less covered by the media, but still very debatable" issues.  I can think of an example for an Economics classroom:

1) Students would be broken up into groups and given one of three choices on which Economic System they'd like to defend (Pure Capitalism, Communism, or Socialism-Capitalism).

* Real-world historical examples could be used...19th-century U.S. for an almost "pure capitalism" model, 20th-century U.S.S.R. for a communist model, and present-day Sweden for a Socialism-Capitalism model.

2) Students would have significant time to research and create an argument why their economic system is the best.  They should back up their opinions with research and argue in a rational manner.  The teacher should provide some texts for the groups on their model, but more online research could be done too.  Students should also pre-emptively guess what the other groups arguments would be, and prepare rebuttals against those counter-arguments.

3) Each group would present their argument for five minutes.  This can be a pair of debating groups, or all three could take turns (like a 3-way presidential debate).

* Depending on how large the classroom is, the teacher may need to use multiple spaces and instructors so that groups don't get too large and that each group has a chance to present their argument without hearing other groups who have the same economic system.

4) Each group would have a two-minute rebuttal (the rebuttal could be against just one of the other systems, or both).

5) The teacher could then assign a new economic system to each group and they would have some time to prepare a new argument for their new system (just enough time to get a basic argument together).

6) The groups would present their new systems for two minutes.

7) The class could then share their overall findings and reflect as a whole class.

** Contributed by Matthew Streit

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