Concept chairs: A format for classroom discussion

This is a culminating activity that provides a format so that all participants are drawn into a discussion.
The discussion for the "Concept Chairs" will be based on a unit of study that assesses the effectiveness of the Judicial System while examining various types of justice within society (social, personal and constitutional). Primary texts, fictional literature and non-print sources will provide the basis for this discussion.

A lesson plan for grades 9–12 English Language Arts and Social Studies

By Marion O'Quinn

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• Learn more about language arts and social studies.

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Learning outcomes

Students will:

• understand the Judicial System and selected literary and non-fiction pieces.
• reason soundly, take a position, and raise questions.
• communicate and verbalize opinions through discussion.

Teacher planning

Time required for lesson

2 days

Materials/resources

• Two rows of chairs, each row facing the other. A third row is then set up at one of the first two rows, perpendicular to them and facing the “middle ground” between the first two rows.
• Signs will be posted pro, con, or undecided.
• White board or overhead

Pre-activities

Students will need to have studied the Judicial System and have an understanding of the federal and state court system. In addition, students will need to understand the difference between civil and criminal law. The students will need to have read the novel To Kill a Mockingbird in English class. Students need to complete the research component of this unit.

Concept chairs can be used at any point and with a variety of issues; however, we will be using this as a culminating activity.

Activities

1. When students arrive in the room, a statement is presented on the board or overhead that will direct them to think broadly and critically about the function and effectiveness of the judicial system. For example, a statement such as “The law must remain stable and yet it must change” or “Is there equal justice under the law?” are possible open-ended discussion questions.
2. In the English classroom, questions such as “Is Heck Tate’s decision to cover up the truth of Bob Ewell’s death a just decision?” or “Is our society more advanced than Maycomb?” are examples of questions which might provoke the discussion.
3. The statement must be one which can be discussed on rational grounds, and one for which supporting arguments can be proposed and refuted.
4. Students will seat themselves in the rows assigned pro, con, or undecided. Someone from the pro side begins the discussion with an argument in favor of the position. Then someone form the con side may respond to the argument. Students are drawn into the discussion by physically moving to a seat in the row that currently reflects their beliefs about the position. Anyone can change seats at will.

Assessment

Complete the Survey Assessment at the beginning of the project then again at the end.

Teacher will monitor verbal statements with rubric and record movement of students.

1. superficial understanding of the position
2. understands position and adds some insight
3. analyze and differentiate points
4. formulates and articulates a new opinion
5. evaluates and supports ideas with concrete and abstract reasoning

Supplemental information

here are some possible examples of expanding this method into other disciplines:

• Science
• Ethical considerations should not play a role in the formation and distribution of scientific knowledge.
• Scientist shoulds not be held accountable for their discoveries.
• Math
• Math is not simply another language, it expresses the nature of reality.
• There are statements in mathematics that are beyond doubt.
• Language
• Truth does not exist without language.
• It is not knowledge if you cannot communicate it.
• Music, math, art, and everything are simply languages.
• History
• History is part myth, part hope, and part reality
• Truth beyond a reasonable doubt can never be attained.
• Historical facts are in the eye of the observer.
• Knowledge
• Knowledge is inherently a good thing.

Comments

The instructor takes the role of the moderator and does not engage actively in the discussion. The moderator clarifies vocabulary, keeps the discussion on track and ensures fairness. Red and yellow cards can be used to warn and then exclude participants who fail to observe courtesy, etc. Statements of divergent positions can be created for any subject area, but this is the crucial step. Unclear, weak or faulty statements ensured failure. It is a good idea to bounce ideas off colleagues.

Reserve the last few moments of the exercise for students to reflect and offer evaluations of the exercise.