39. PRO AND CON GRID ASSIGNMENT (Collaboration, Discussion, Reading, Writing)
Description: This collaboration strategy allows students to go beyond superficial talking points by thoroughly reviewing an issue, creating a list of pros and cons and making decisions based on the analysis of the information.
Application: This method can be used in any subject when evaluating, for example, the pros and cons of a process or procedure, a technique, a conclusion, decisions or actions of a fictional character, a dilemma, a judgment, or a political decision. It can be used as the basis for a debate format or side notes when presenting direct instruction.
Process: Find an issue that has competing points of view. On class day, divide students into groups of four and within the groups of four, split into teams of two, labeling one team “Pro” and the other “Con.” Based on the topic, specify the minimum number of pros and cons each group must develop. Allow time for research but be ready to continue when students are finished. Allow time for teams to regroup and discuss findings. Elicit responses and record answers using a T-chart labeled “Pro” and “Con” on the whiteboard OR create a Google Doc and ask students to complete in real time. When finished, return to whole group, combining similar answers and denoting the frequency of repetitive thoughts. Use this as a springboard for students to draw conclusions. To extend the activity, assign individuals a writing assignment based on the experience. Questions to include What was your position on the issue before the research, did that change? What were your group’s most compelling arguments on both sides? What did your group eventually conclude about the issue?
Description: This collaboration strategy allows students to go beyond superficial talking points by thoroughly reviewing an issue, creating a list of pros and cons and making decisions based on the analysis of the information.
Application: This method can be used in any subject when evaluating, for example, the pros and cons of a process or procedure, a technique, a conclusion, decisions or actions of a fictional character, a dilemma, a judgment, or a political decision. It can be used as the basis for a debate format or side notes when presenting direct instruction.
Process: Find an issue that has competing points of view. On class day, divide students into groups of four and within the groups of four, split into teams of two, labeling one team “Pro” and the other “Con.” Based on the topic, specify the minimum number of pros and cons each group must develop. Allow time for research but be ready to continue when students are finished. Allow time for teams to regroup and discuss findings. Elicit responses and record answers using a T-chart labeled “Pro” and “Con” on the whiteboard OR create a Google Doc and ask students to complete in real time. When finished, return to whole group, combining similar answers and denoting the frequency of repetitive thoughts. Use this as a springboard for students to draw conclusions. To extend the activity, assign individuals a writing assignment based on the experience. Questions to include What was your position on the issue before the research, did that change? What were your group’s most compelling arguments on both sides? What did your group eventually conclude about the issue?
Reference and/or for more information:
39. Pro and Con Grid Assignment
Nine Alternatives to Lecturing. Centre for Teaching Excellence, University of Waterloo.
Pro and Con Grid Online https://kb.wisc.edu/instructional-resources/page.php?id=104408
39. Pro and Con Grid Assignment
Nine Alternatives to Lecturing. Centre for Teaching Excellence, University of Waterloo.
Pro and Con Grid Online https://kb.wisc.edu/instructional-resources/page.php?id=104408
