Structured Controversy

Controversies exist whenever there is a mismatch among attitudes, available information, theories, or beliefs that are strongly held by different groups or individuals. Issues that are surrounded by controversy are lightning rods that can spark student interest and provide rich learning opportunities.

A Structured Controversy can be used in any content area. All teachers need to do is identify a topic in which there are clear and distinct alternative positions. The ultimate goal is for the class to achieve consensus on an issue through compromise after an information-based process of thoughtful analysis and careful deliberation.

Although this type of lesson follows a prescribed format with fixed timeframes, it actually is a constructivist and inquiry-based approach to teaching and learning. By exploring divergent viewpoints students become actively involved in the own learning, participate in rigorous problem-solving, and though these activities, integrate and articulate their own ideas. This lesson design creates a context for applying valuable thinking skills such as framing arguments, perspective taking, consequence exploration, behavior justification, and values clarification. Factual knowledge is introduced on a need-to-know basis.

During the implementation of a Structured Controversy, the teacher’s primary responsibility is to manage the timetable and to ensure that students adhere to the Code of Conduct. After the lesson is completed, the teacher leads the debriefing session, offers comments about the process, and applies some method for evaluating students.

Implementation

 

1. During the implementation of a Structured Controversy, the teacher’s primary responsibility is to manage the timetable and to ensure that students adhere to the Code of Conduct.
2. After the lesson is completed, the teacher leads the debriefing session, offers comments about the process, and applies some method for evaluating students.
3. Choose a controversial topic and identify the related student Learning Expectations to which the topic is aligned.
4. Design an assessment that is closely tied to the learning goals that you are targeting. Build a corresponding scoring rubric if necessary.
5. Code of Conduct for a Structured Controversy
   • The purpose of a structured debate is not to beat the opposing team but to achieve consensus through listening and compromise.
   • Be critical of people’s ideas not the people themselves.
   • During this large group forum, only one person can speak at a time.
   • No interruptions are permitted when arguments are being presented.
   • Paraphrase often to check that you clearly understand another person’s statement.
   • Every person on the team should speak during the debate.
   • All time limits must be strictly enforced.

 

Classroom Management

1. Select a range of print or Internet resources that adequately frame the major supporting arguments for both sides of the issue.

 

• Try to avoid any hint of personal bias in choosing these materials.
• Be sure that the materials can be fully reviewed by a team in 15-20 minutes.

 

2. Review the design of the lesson with the class and review the expectations for student conduct.

3. Conduct the Structured Controversy. Review the process:

Round 1:

Understand the Position: 15-20 minutes.

? Each team reviews the information package and prepares compelling arguments that support the position to which they have been assigned.

Present the Position: 6-10 minutes.

? Each team offers its opinions and arguments. The other team listens carefully without interruption.

Open Discussion Forum: 5 minutes.

? During this stage students ask clarifying questions, look for evidence, and search for meaning.

Round 2:

Switch Positions: 5 minutes.

? Students physically shift into the seats formerly occupied by the other team.

? Teams develop an argument for the opposite perspective.

Present the Position: 6 minutes.

? Each team offers opinions and arguments while the other team listens carefully without interruption.

Open Discussion Forum: 2 minutes.

? Students ask clarifying questions, look for evidence, and search for meaning.

Round 3:

Reach Consensus: 5 minutes.

? Both teams meet to reach a single, mutually acceptable position.

? Write the compromise position on the board or on chart paper.

4. Debrief the lesson and assess student understanding.