Осы сабақ білім алушылардың

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  Thinking, Decision-Making
  

These activities explore diverse opinions and emotions on issues. They might be used as a lead into a particular topic and to gauge pupil interest and base understanding of the issue in question. They require pupils to take a stance on the issue and allow everybody to have a voice, even if they do not speak out. Pupils are confronted with ambiguity and grey areas, and it helps them to see that opinions often have to be justified with informed knowledge of the matter under discussion. There are various types of walking debate. The most common is

possibly the Four Corners Debate, which is outlined below. Other varieties include the Spectrum Debate, the Value Continuum and the True or False Line.

A large space is needed for ease of movement and interaction. Alternatively, if there is not enough room, pupils could be given the four statements on a card (agree, disagree, agree strongly, disagree strongly). Pupils could hold up a particular card when each statement is read out.

1. 
   A range of statements are read out.
   
2. 
   Pupils are allowed time to consider their opinion.
   

3. 
   Pupils then move to the corner that best describes how they feel about the statement. Pupils could be encouraged not to ‘go along with the crowd’, as there are no right or wrong answers.
   

4. 
   Statements should evoke a range of responses (e.g. “footballers earn too much money” is a better statement to use than “all footballers earn too much money” since the first statement leaves room for some interpretation).
   

5. 
   As pupils move, they should explain why they are in that corner. Views could be obtained from all corners.
   

6. 
   Subsidiary questions could be used to draw out more complex issues and to refine the initial statement.
   

7. 
   Pupils are allowed to move during the discussion of each statement if issues arrive that challenge their original opinion.
   

8. 
   If pupils do switch then they should explain why.
   

9. 
   A debrief after the activity could discuss the issues upon which there was consensus and issues that divided the class.
   

Sample statements might include, for example: