Smart & Good High Schools - The Flippen Group

CHAPTER 5: Fostering the 8 Strengths of Character—Outcome 1Structured ControversyA promising, research-based approach to controversialissues—one that prevents teacher bias from skewing thediscussion, maximizes student participation, and reapsthe benefits of cooperative learning—is “structured controversy.”Developed by cooperative learning expertsDavid and Roger Johnson, the model defines controversiesas “interesting problems to be solved, rather than winlosesituations.” The Johnsons reject the classic debateformat in favor of a cooperative format in which studentswork together rather than antagonistically. They use theissue of hazardous waste disposal to illustrate their procedure9 :Teaching students to be able todiscuss controversial issues rationallyis part of the school’s civic mission.Assignment. A teacher assigns students to groups of four,comprised of two-person “advocacy teams.” Each foursomeis asked to prepare a report titled “The Role of Regulationsin the Management of Hazardous Waste.” Withineach foursome, one team of two is assigned the positionthat more regulations are needed, and the other team oftwo the position that fewer regulations are needed.Planning. During the first class period, the two-personteams each receive materials from the teacher that supporttheir assigned positions. Their task: “Plan how topresent your position so that you and the opposing teamin your group will learn your position so well as to find itconvincing.”Advocacy. During the second period, the two teams presenttheir positions to each other. Then they engage ingeneral discussion in which they advocate their positions,rebut the other side, and try to reach the best decisionpossible about the need to regulate hazardous waste management.Position switch. In the third period, each team switchespositions, arguing for the position it originally opposed.Reaching consensus. During the fourth period, the fourgroup members synthesize what they see as the best informationand reasoning from both sides into a consensussolution. They then write a group report.Individual accountability. After the consensus report iscompleted, each student takes a test on the factual informationcontained in the reading materials.To help students develop a set of cooperative attitudesand skills, the Johnsons recommend asking students tocommit to these rules:I am critical of ideas, not people.I focus on making the best decision possible, not on“winning.”I encourage everyone to participate and master all the relevantinformation.I listen to everyone’s ideas, even if I do not agree, andrestate what someone said if it is not clear.I first bring out all the ideas and facts supporting bothsides and then try to put them together in a way thatmakes sense.I try to understand both sides.I change my mind when the evidence clearly indicates thatI should do so.STRUCTURED CONTROVERSY:WHAT THE RESEARCH SHOWSBased on more than a decade of classroom researchon structured controversy, the Johnsons report thatstudents:◆ Gain in their perspective-taking abilities◆ Demonstrate greater mastery and retention of thesubject matter than is true with debate or individualisticlearning formats◆ Produce higher-quality solutions to problems◆ Have a more positive attitude toward other studentparticipants◆ Show higher academic self-esteem◆ Develop more positive attitudes toward the topicunder discussion and the process of controversyitself. 10A caution: The Johnsons’ structured controversy formatmay not be appropriate for some issues—such as abortion,euthanasia, and sexual behavior—where students’convictions of conscience are so strong that it would beuncomfortable and contrary to their sense of integrity forthem to argue, through a “position switch,” the oppositeof what they truly believe. With such issues, the teacher iswise to use other formats, such as having students listen93Smart & Good High Schools