Using Structured Controversies Structured controversies promote conceptual conflicts. In order to maximize student achievement, student critical thinking, and student use of higher-level reasoning strategies, teachers need to engage students in educational conflicts within which they have to prepare positions, view the issue from a variety of perspectives, and synthesize the various positions into one position. The frequent use of academic controversies allow students to practice their conflict skills daily. Excerpt from Teaching Students To Be Peacemakers, Interaction Book Company, David W. Johnson and Roger T. Johnson, 1991 Procedure For An Issue Controversy: Goals: 1. Work together to reach the best decision. 2. Reach an individual, informed opinion. Steps: Each group of four follows these steps. 1. Form groups of four. Within each group, make two teams, A and B. 2. Define the issue or problem and identify the two positions. 3. Assign team A to one position and team B to the other. 4. Each team researches their position and articulates the main ideas and details to support it. 5. All teams assigned the same position can periodically work together to share their information. 6. Within each group, team A presents its information to team B. Then team B presents its information. 7. Questions go back and forth. 8. Each team switches perspectives and summarizes the other position accurately and completely. 9. The group of four complete a pro/con analysis of each position and reaches a decision. Each member of the group must be able to state the group's decision and the support for it. 10. Finally, each individual writes a justified personal opinion as to which position to support. Excerpt from Issue Controversy Social Studies Department of Pomperaug High School, Region 15 Public Schools, Southbury, CT 06762   CURRICULUM INDEX
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