ncab conference 2012

Preventing BullyingHot Issues & HOT (Higher Order Thinking) Strategies for Student–Centred Dialogue

Empowering students to adopt values-based behaviour

Presenter: Dr Toni NobleAdjunct Professor

Faculty of Education

Australian Catholic University

[email protected]

www.bounceback.com.au

Step by Step Instructions on Teaching Strategies

COOPERATIVE CONTROVERSY

PurposeTo develop and expand students’ understanding of a topic; for students to practise the skills of taking different perspectives and evaluating arguments; to use as a formative or summative assessment task

Summary

In pairs, students are asked to identify two arguments in support of a topic-related controversial proposition (Pair A) and two arguments against it (Pair B). Each pair presents their arguments to the other pair. Then the perspective is reversed and pair A is now asked to identify one reason AGAINST the proposition which is different to the two already identified by Pair B. Pair B is asked to reverse and identify another argument IN SUPPORT of the proposition. Each pair presents to the other again and then together they negotiate to decide on the one strongest argument for and the one strongest argument against the proposition. Finally the group of 4 negotiates to decide whether they are FOR or AGAINST the proposition

Follow up can take many forms such as: writing a paragraph to sum up their position and the arguments that support this position (identifying the strongest one); reporting their position to the class in some way (e.g. as a summary poster of 40 words)

This strategy is based on the work of David Johnson and Roger Johnson. For more information see:

Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual challenge in the classroom (3rd ed.). Edina, MN: Interaction Book Company.

Multi-view (HITS & HOTS, 2010)

All teaching strategies from Hits & Hots. Teaching + Thinking + Social Skills. Pearson Education.

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This cooperative structure gives students an opportunity to practise their perspective-taking skills. Students work in groups of four to consider a controversial issue from each of the perspectives of the key people involved. They identify four or more people who are likely to have different perspectives and then they consider their likely needs, wants, concerns, rights and responsibilities. In each group of four one student takes on one of the 4 perspectives and answers questions from the others in the group from that point of view. Then the group reflects on their group perspective on the issue.

Examples

Cyberbullying: Any four of these perspectives: the targeted student (and perhaps their parents), the ringleader of the bullying, a class teacher, a bystander & the principal

SOCRATIC CIRCLESThe Socratic Circle explores a controversial or provocative issue related to a current topic or text for which students have prepared and made notes. A leader begins with a question that is open-ended and has no right or wrong answers and leads discussion. The class sits in two circles. Speakers sit in an inner circle and practise using good thinking questions and responses. Observers sit in an outer circle, take notes on how well the Speakers used good thinking questions and responses and give them feedback when the discussion concludes. Speakers and observers then swap places.

Classroom Organisation

Students initially work in pairs. Later half the class sits in an inner discussion circle whilst the other half sit in an observation outer circle. Students conclude working in small groups.

Teaching Ideas

A Socratic circle can be used to discuss any ‘big ideas’ such as:

Current controversial events or issues (e.g. how can our community respond to the problems created by alcohol and violence?)

Important classroom or school issues (Can bullying ever be eradicated in a school and what can we do about it in our school? )

Issues that arise from texts, history, philosophy, works of art etc (e.g. should this book/film be recommended for students next year? Did this illustrator/director deserve to receive the award they were given? (or should they have been nominated and why?)

Social justice issues (e.g.why are so many people homeless and what can we do about it?)

Issues that arise from particular curriculum topics (e.g. why do so many young people smoke?[Health]; How can we encourage more people to continue to play team sports when they leave school?[PE];

Socratic circles can also be used to discuss a text or an aspect of a topic in an in-depth way

Materials and Preparation

Decide how long the Socratic circle will last for and whether students will move between the inner discussion circle or the outer Observation circle

prior to a Socratic circle research and/or re-read appropriate material on the general topic or texts chosen.


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Generate about 10 relevant and interesting discussion questions on the topic for the circle leader to use. If you plan to have students swap over half way you may need more questions.

Prepare enough classroom space to enable students to move their chairs into 2 concentric circles.

Prepare one icy pole stick /token/card per student using four different colours and a container so each student can randomly be assigned into one of four colour groups

Rules for Socratic circles BLM for display or give every student a copy. one copy of the Observation Sheet (BLM) for each student in the outer circle

Socratic CirclesStep 1 (in pairs)Pairs spend 5 minutes preparing key points on the chosen topic.Step 2Form an inner discussion circle and an outer observation circle. Outer circle groups observe the students with the same colour in the inner circle.Step 3 Outer circle: Read through the Observation checklist with your colour group before the discussion begins. Your job is to watch the students with the same colour as you in the inner circle and to tick the checklist when you see them behaving in that way.Inner circle: Read and share the Socratic inner circle ‘rules’.Step 4 The inner circle discusses the topic for 10 minutes while the outer circle completes the Observation checklist. The inner circle leader keeps the discussion moving by asking further questions.Step 5 After 10 minutes, each outer circle colour group gets together and spends 2 minutes comparing their observational data.They combine their data. The outer circle then gives feedback to the inner group with the same colour.Step 6 Swap: Inner circle students now become the outer circle students and a second discussion circle is conducted. The colour connections remain the same. The new leader now asks the questions that were not asked in the first inner circle.

THEME PARK

In a group, students create a hypothetical theme park based around a broad topic. They first use the Theme Park Planner to identify five important things for people to learn about their theme and then use the Theme Park Features to brainstorm what features could be included in their Theme Park to teach these five important things. They also decide on a name for theme park they create

Teaching Ideas

Animals (SafariRama, Equinasia, Herptile Park, Rodentville, Insectland) Antarctica (Frozenworld; Penguin Paradise) Egypt (Pyramiddia) Electricity (Sparkyworld) Planet Earth (Weatherworld, Rainforest Dreams; Ecoland) Gold (Goldworld) The Body or Health (Gastroworld, Nutriland) Literature (Literatureland) Space and Flight (Lunar Park, Aviation Destination)

Materials and Preparation

Identify a suitable topic that is broad enough to provide a lot of options. Students will need opportunities prior to this activity to learn about and research the information that will be the basis of the Theme park.


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one copy of the Theme Park Features BLM per group for students to use to prompt creative thinking

one enlarged Theme Park Planner BLM for each group

UNDER THE MICROSCOPE

Students work in groups of four to use this cooperative multi-level thinking tool to

consider (for example) an idea, object. procedure, system or concept. Under the

Microscope consists of 7 laminated thinking ‘lenses’ similar to the lenses of a

microscope) which are randomly distributed to students in the group. Each student is

responsible for 2 or 3 ‘lenses’ & they lead, facilitate and record notes from their

group’s discussion on those ‘lenses’. The discussion moves in sequence from Lens 1 to

Lens 7. Students put an object, idea, concept etc ‘under the microscope ‘ in order to

examine it in more detail. The different lenses focus on: its description and function, its

most important and useful features, its links to other things, its past and future

development, how life would be different without it, its impact on the lives of the

students and their responsibilities in regards to it.

Teaching ideas

The following types of objects, ideas, procedures, systems or concepts can be put under the microscope:

Five year marriage licenses that need to be renewed Unemployment benefits Ban on students wearing any clothing that indicates their religion to school Hunters shooting feral animals for sport in order to assist the government to

cull them Fox Hunting Day light savings Conscription English not compulsory in yr 11 and 12 A National identification card

The Ten Thinking Tracks (HITS & HOTS, 2010) and Eight Ways at Once, 2005)Students work in groups of five. Each student is given responsibility for leading the discussion from the perspective of two of the 10 tracks and taking notes about what the group says. Visual laminated ‘tracks’ are used to form a pathway towards a decision. It is used with propositions such as: the abolition of unemployment benefits, zoos; lowering the driving age, a national identity card etc.


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Ten Thinking Tracks

What is it

Clearly state the issue or problem to be discussed

How would this work in real life?

Knowledge

What do we already know about this?

What do we need to know more about and how can we find this out?

Is this similar to anything we already know about?

The Bright Side

What are the good aspects of this? What positive outcomes could happen?

What good opportunities could this provide?

The Down Side

What are the not-so-good aspects of this?

What problems could possibly happen?

Feelings

How does this make you feel? (Use feeling words eg pleased, excited, worried)

How might this affect the feelings of any of the people involved

Improvements

What changes could make this better?

What could be added, removed, reduced or altered to improve it?

Thought

Police

Have we made any assumptions that could be challenged?

Are we using a trustworthy source of evidence?

What unanswered questions are still bothering us?

Do we have enough evidence for what we have been saying?

How well does this match our expectations of what we want?

Is it fair?

Are there any safety or legal issues involved?

Are there any moral dilemmas?

Have we considered the impact on smaller groups eg people with disabilities, the elderly, different cultural groups etc?

Are there any parts of this which are not fair to one gender?

Are there any big-picture or global issues that need to be considered?

I-think What opinion does each one of us have and why? ( ‘I think…… because…….’

We-think

What is our joint conclusion when we put our ideas together

and negotiate?

What are our main reasons for this decision?

Can we sum up the opposite point of view?


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ncab conference 2012

Education

inner discussion circle

school issues

pair b

inner circle andpractise

observation outer circle

topic forthe circle

different perspectives

socratic circle research