Academic Controversy

 The Academic Controversy Model

While resolution of conflict helps student analyze multiple sides of an issue, the Academic Controversy model works well with issues that are more two-sided, or binary, with a similar effect: your students will consider both sides of an issue without screaming and ranting. This model ultimately requires compromise. Students have to be able to defend both sides of the issue in order to succeed.

Prior to class, identify a topic as well as age-appropriate materials supporting each side of the issue (or let advanced students identify their own source materials). You should also provide the instructions both orally and in writing. Then pair students: four students per group, two per side. 

Steps to the Model

1. Students prepare their positions. 
• Pair students with their partner to review their materials. 
• Pairs come up with their "thesis" statement, as well as their supports/evidences. 
• They prepare a short presentation to help their peers understand their argument. 
2. Students present and advocate their positions. 
• Each pair presents its position. Both partners participate! 
• While the first pair presents, the second pair takes notes and vice versa. 
• There is no arguing or debating at this step, though clarification questions can be asked. 
• The goal here is for the partnerships to understand the opposing argument. 
3. Open discussion and rebuttals. 
• Pairs continue to advocate their own position and refuse the opposition through questioning and deconstruction. 
• Rebuttals should be based on counterarguments, clarifications and extensions. 
• Positions should be presented in a polite and reasonable manner. 
4. Reverse positions. 
• Students switch sides and repeat steps 1-3 from the opposite viewpoint. 
• You can provide new facts, materials or information. 
• You could also re-match your pairs (keeping original pairs together|). 
5. Synthesize and integrate the best evidence into a joint position. 
• Group members drop sides and the students compromise into a joint position. 
6. Present the group synthesis. 
• Groups can present their synthesis orally or in writing. 
• This step could provide a formative assessment to one of your learning objectives. 
• You could also formatively assess students on the defense of their own opinion if that opinion isn't represented by the compromise. 
7. Group processing of the controversy and participation of members. 
• The class discusses the positive and negative aspects of the experience. 
• Give individuals the opportunity to reflect on their own performance and participation. 

Other tips and hints: 

• You can apply this model to both process and product objectives. The literacy core provides lots of process objectives in addition to those found in your own core. 
• Give a general overview of the process before you begin; then give detailed instructions at each step. If you try to give them too many directions at once they'll get confused.