Structured Controversy Enter Title Here

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Structured ControversyEnter Title Here

• Enter your name, school, subject area, email
  address and other background information here.

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STEM Resource Tools

• You may want to use some of these STEM Resource
  tools to enhance the effectiveness of your
  Structured Controversy. Delete this slide after
  you complete your lesson.
• Content Clarification
• Standardized Test Items
• Curriculum Integration
• Curriculum Weblinks
• Curriculum Differentiation
• Fact Finding Mission Self-Assessment

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Developer Page

• Developer Materials
• Background
• Rules of Conduct
• Overview
• Resources Credits
• Student Materials
• Introduction
• Websites and Print Materials
• Round One
• Round Two
• Round Three

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Structured Controversy Background

• In a structured controversy lesson, teachers
  select topics that are aligned with the
  curriculum and offer clear but distinctive
  alternative positions. Contrasting perspectives
  are documented with key articles that introduce
  the major supporting arguments. These articles
  provide the launching pad for a structured
  controversy but provide only provide limited
  background information. The ultimate goal is for
  the group to achieve consensus through
  compromise.
• Although the process follows a prescribed format
  with rigid timeframes, it is actually a
  constructivist and inquiry-based approach to
  teaching and learning. Students participating in
  a controversy examine divergent viewpoints to
  encourage such activities as framing arguments,
  perspective taking, consequence exploration,
  behavior justification, and values clarification.
  They become actively involved in the own
  learning, participate in rigorous
  problem-solving, and though these activities,
  integrate and articulate their own ideas.
  Factual knowledge is acquired on a need-to-know
  basis.

Developer Page
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Rules of Conduct

• Suggestions
• The purpose of a structured debate is not to beat
  the opposing team but to achieve consensus
  through compromise.
• Be critical of peoples ideas not the people
  themselves.
• During large group forums, only one person can
  speak at a time.
• No interruptions are permitted when arguments are
  being presented.
• Paraphrase when you want to be sure that you
  clearly understand something.
• All time limits must be strictly followed.
• Every person on the team should speak during the
  debate.

Developer Page
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Overview

• STANDARDS
• Identify the learning goals/expectations targeted
  in this Structured Controversy.

• ASSESSMENT
• Describe the plan for assessing student
  performance on this Structured Controversy?
• Refer to the Assessment Collection in the STEM
  Resource for ideas.

• IMPLEMENTATION
• Provide suggestions for implementing this
  Structured Controversy.

Developer Page
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Resources Credits

• STRUCTURED
• CONTROVERSY
• REFERENCES
• Annenberg Channel
• Center for Case Studies
• Cooperative Learning Center
• Instructional Strategies Online
• Lets Chat

• CREDITS
• Enter the names and URLs of the websites and
  curriculum resources that you used to develop
  this Structured Controversy.

Developer Page
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Student Materials

• Introduction
• Websites and Materials
• Round One
• Round Two
• Round Three

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TitleFor the Student - Introduction

• Overview
• What are the basic elements of this lesson?
• Define the two contrasting positions.
• Learning Goals/Expectations
• What is the student expected to know or be able
  to do?
• Assessment
• How will the progress of the student be
  monitored?
• Is self-assessment provided?
• Grouping
• Describe individual student roles and how groups
  will be formed.

Materials
Round One
Round Two
Round Three
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Enter Title Websites Print Materials

• Identify a reasonable number of reference
  websites or print materials that
• Introduce the major supporting arguments.
• Present clear but distinctive alternative
  positions.
• Only provide limited background information.
• Can be reviewed by a team in 15-20 minutes.

Introduction
Round One
Round Two
Round Three
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Enter Title

• Round One
• 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.
• 2. Present the Position 6-10 minutes.
• Each team offers its opinions and arguments. The
  other team listens carefully without
  interruption.
• 3. Open Discussion Forum 5 minutes.
• During this stage students ask clarifying
  questions, look for evidence, and search for
  meaning.

Introduction
Materials
Round Two
Round Three
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Enter Title

• Round Two
• 1. Switch Positions 5 minutes.
• Students physically shift into the seats formerly
  occupied
• by the other team.
• Teams develop an argument for the opposite
  perspective.
• 2. Present the Position 6 minutes.
• Each team offers opinions and arguments while the
  other team listens carefully without
  interruption.
• 3. Open Discussion Forum 2 minutes.
• Students ask clarifying questions, look for
  evidence, and search for meaning.

Introduction
Materials
Round Three
Round One
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Enter Title

• Round Three
• 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.

Introduction
Materials
Round One
Round Two