2. Issues/Values Continuum Purpose – to form and articulate diverse opinions about content in a respectful environment that allows students to use critical thinking skills and understand the fluid nature of their positions on the spectrum.
3. Issues/Values Continuum How to implement: Pose a question to students and establish a spectrum by drawing a line on the board. Label dichotomous positions on the issue, marking points along the spectrum. Allow students time to make a decision or complete further research. Allow students to indicate their position on the board by standing by the point on the line or placing a post-it note there. Give students opportunity to explain views and allow for persuasive arguments. Post a paper version of the continuum on the wall so that students can literally move their position as they gain more knowledge. Conclude by discussing with students when and why they may have changed their opinions.
4. Future’s Wheel Discussion Purpose: to think of potential outcomes on issues and think about the future implications of decisions on actions and policy.
5. Future’s Wheel Discussion How to implement: Put the problem in the center circle. Brainstorm solutions and put in bubbles around the main problem circle. Do the same for consequences coming off solution bubbles. Label each outcome “desirable,” “probable,” “not probable,” or undesirable. Have students make a decision or choose a solution to the initial problem and write about why they chose their solution, considering all the implications of their choice.
6. Literature Circle Roles Purpose: to gather together a small group of students in order to discuss a piece of literature or any text in depth using critical thinking of literature
7. Literature Circle Roles How to implement: Literature circles are groups formed by book choice and are reader-response centered. They consist of the following roles: Connector: connects book with the real world, such as own life experiences in school or community. Each group member will relate their own connection to the book. Summarizer: summarizes the reading and picks important facts to tell the group. Travel tracer: keeps track of scene changes and describes the setting in detail in words/drawings Vocabulary enricher: finds important words in the reading and marks them down if unfamiliar to discuss later. Looks up the unknown words in dictionary. Discussion director: writes a list of questions down the group may want to discuss through own feelings, thoughts and ideas. Illustrator: draws a picture related to what is read in one’s section. Literary luminary: chooses paragraph or sentences to discuss with the group and spotlight important concepts in the text.
8. Fishbowl Strategy Purpose: to develop effective group participation skills and to learn about the topic of discussion
9. Fishbowl Strategy How to implement: Place one small group within a larger circle of observers Smaller group is “in the fishbowl” As the small group discusses they are observed and critiqued by classmates outside of the “fishbowl” Rotate three equal groups within the “fishbowl”
10. Take a Stand Purpose: to learn the process of decision-making and compromise. Also to learn how to apply those skills to controversial issues and come to a conclusive position on an issue.
11. Take a Stand How to implement: Provide an overview of the facts in the controversial issue Divide the class into two sides, randomly assigning stance. Pair students on each side to discuss their assigned side of the issue. Select individuals from each side to tell the class specific points of their stance. Divide students into their choice of 3 different areas – side, undecided and other side. Have each student explain to another member of their group why they chose this area. Ask individuals on each point side to discuss the strongest arguments for their stance. Allow the other side to make counterpoints. Gather each group in their own circle and ask them to develop a solution to the issue/controversy in an appropriate policy decision. Gather the class in one circle and ask if there is a way to reach a consensus on the policy decision. Have students write a dialogical reasoning paper on this activity.
