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Preventing Bullying
Hot Issues & HOT (Higher Order Thinking)
Strategies for Student–Centred Dialogue
Empowering students to adopt values-based behaviour
Presenter: Dr Toni Noble
Adjunct Professor
Faculty of Education
Australian Catholic University
toni@bounceback.com.au
www.bounceback.com.au
Step by Step Instructions on Teaching Strategies
COOPERATIVE CONTROVERSY
Purpose
To 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.
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Multi-view (HITS & HOTS, 2010)
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 CIRCLES
The 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
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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.
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 Circles
Step 1 (in pairs)
Pairs spend 5 minutes preparing key points on the chosen topic.
Step 2
Form 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)
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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.
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
Clearly state the issue or problem to be discussed
What is it How would this work in real life?
What do we already know about this?
Knowledge What do we need to know more about and how can we find this out?
Is this similar to anything we already know about?
What are the good aspects of this? What positive outcomes could happen?
The Bright Side What good opportunities could this provide?
What are the not-so-good aspects of this?
The Down Side What problems could possibly happen?
How does this make you feel? (Use feeling words eg pleased, excited, worried)
Feelings How might this affect the feelings of any of the people involved
What changes could make this better?
What could be added, removed, reduced or altered to improve it?
Improvements
Have we made any assumptions that could be challenged?
Thought Are we using a trustworthy source of evidence?
What unanswered questions are still bothering us?
Police
Do we have enough evidence for what we have been saying?
How well does this match our expectations of what we want?
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?
Is it fair?
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…….’
What is our joint conclusion when we put our ideas together
We-think and negotiate?
What are our main reasons for this decision?
Can we sum up the opposite point of view?
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