Activity aim: to provide a more clear structure for group discussion; to allow students to have a chance to assimilate and “digest” information
Materials needed: Nothing!
Time estimated: This can take <10 minutes, but it could also be extended
Activity description:
This activity has been modified from an activity developed at the Center for Excellence in Teaching at the University of Southern California.
Pairing this version as the follow-up to Pro, Con, Caveat would work especially well. Put students in groups of four or five. From a list of student-generated cons about a particular topic, the first student should choose one con / problem to which they could either (1) offer a possible solution or (2) extend / expand / complicate the con.
Let’s say that students were looking at a list of cons that they had generated in a previous exercise where the theme was “active learning.” The list might look like this:
Cons to active learning
1. Shy students or students who don’t enjoy interacting with peers might feel uncomfortable.
2. Students might think that the “game-like” nature of some of the activities feels childish.
3. Students might not stay on task during group work.
4. Students might feel like they can’t learn as much from their peers as they can from their instructor.
The first student in the group of four chooses question #3 (for example) and offers either a solution:
“The instructor should set time limits, give clear instructions, walk around to check on student progress, mix up the groups, and provide an authentic communicative goal instead of just asking students to talk to each other.”
Or the student could offer an extension / expansion / complication:
“Not only will students not stay on task, they’ll ‘punish’ the person who tries to get them to focus on the task again.”
The second student in the group can either challenge the first student’s extension / expansion / complication, offer an additional solution to the same problem, or pick an entirely new problem to discuss. The third student should either respond to the second OR first student, or should pick an entirely new problem to discuss. The fourth student follow suit.
Image cred: Teymur Madjderey