Rationale
Teacher's Role
Student Process
Sample Topics
More Resources
YouTube Videos
Examples within the On the Job website

  
A Cooperative Learning Strategy

Rationale Teacher

Alternative name: Structured Academic Strategy

Structured Academic Controversy is a teaching approach that encourages students to take on and argue for, alternately, BOTH sides of a controversial issue and ultimately come up with a balanced opinion about that issue.

The academic controversy strategy consists of eight (8) distinct steps. It provides an efficient way of structuring a group discussion and requires students to listen with a view to understanding as well as work collaboratively with others.

This teaching approach encourages students to consider all sides of an issue equally before formulating a final opinion.

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.

(Source: MM McClean)

Teacher's Role

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


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.

Choose a controversial topic and identify the related student Learning Expectations to which the topic is aligned.

Design an assessment that is closely tied to the learning goals that you are targeting. Build a corresponding scoring rubric if necessary.

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.

(Source: Flipped Learning)

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

Student Process

The process for an academic controversy is described below:

1. Establish the issue
   The class negotiates an issue for investigation and discussion. This is worded as a clearly
   stated question (e.g. ?)
2. Pairs Study
   Form groups of four, with students divide into pairs. The pairs each study the same
   background information (usually a text study) on the issue of concern but one pair proceeds
   to take the ‘yes’ case and the other pair takes the ‘no’ case. They each spend at least 5 mins
   in developing an argument. They then meet with a pair sharing the same viewpoint from
   another group to refine their perspective.
3. Pairs Present
   Students move back into their original group of four and each side presents their arguments.
   The other pair listens but is also permitted to ask clarifying questions.
4. Pairs challenge
   Each side challenges the other side’s position, asking for justification and looking for any
   inconsistencies.
5. Pairs reverse positions
   Each side now switches roles to argue the opposite side to the one they were previously
   defending.
6. Group report writing
   Team members drop their assigned roles and work together to decide which arguments are
   the most valid from both sides and seek a statement or report that incorporates their
   discussion. Consensus is sought but not required. Each group member should be ready to
   report and defend their decision to the class. Assessment is based on the depth of the
   consideration of all arguments.
7. Class discussion of decisions
   The teacher may wish to do this before the final report writing so as to further test the
   arguments.
8. Processing
   Group members discuss how well they worked together. What worked best? How could we
   improve the way we did this activity?
   

Sample Topics

More resources

Structured Academic Controversy [PDF] 17pages	Teaching Strategies Toolbox
Teaching History

YouTube: Structured Academic Controversy
https://youtu.be/RTxAIvuxVoE

YouTube: Steps of Structured Academic Controversy
https://youtu.be/BHOb0auYW-M

YouTube: Structured Academic Controversy
https://youtu.be/cT7J7YrOUSs

Examples within On the Job website

Aircraft Maintenance Engineer	Aviation Industry - AMEs, Certification, Governments and Market Pressure #TC Middle  Secondary Lesson Strategy: Academic Controversy Strategy
LOTJ Cardiologist Registrar Sophie Offen	Is this love.... or an arrhythmia? Can your heart really can skip a beat when you're in love? #TC Secondary Lesson Strategy: Academic Controversy Strategy
LOTJ Ecologist (Restoration) Dr Adam Cross	Mining Restoration Middle  Secondary Lesson Strategy: Academic Controversy Strategy
Film Producer	Film Adaptations of Shakespeare! Better than the real thing? Middle  Secondary Lesson Strategy: Academic Controversy Strategy
Fundraiser	Should Political Fundraising be limited and transparent or not? Middle  Secondary Lesson Strategy: Academic Controversy Strategy
Herpetologist	Snakes are Scary. Snakes are helpful All Lesson Strategy: Academic Controversy Strategy
Horse Trainer	"Do racehorses even know they're 'racing' each other? It's unlikely" Middle  Secondary Lesson Strategy: Academic Controversy Strategy
Prop & Scenery Maker	Vaping as a prop! Ethical or not? Let's Analyse! #TC Secondary Lesson Strategy: Academic Controversy Strategy
Sustainability Consultant	Cars and City Pollution - What can be done? #TC Secondary Lesson Strategy: Academic Controversy Strategy

Materials sourced from
A-Z Strategies [p.3]
Structured Academic Strategy [PDF]
EduToolbox