Discussion+Continuum


 * Summary**** and Rationale **

The //Discussion Continuum// (Lenski et al., 2011: 191) is a visual display of students' opinions on a topic relevant to class material. Students have the opportunity to express their views, be exposed to the diversity of viewpoints found in the classroom, and amend their opinions based on information learned during the course and from others. This strategy is particularly useful to expose students to a diverse range of opinions on a given topic. Although the example below is displayed on a paper, students may also "Take-A-Stand," which is a strategy where students place themselves physically on a continuum across a single wall. One end would represent one extreme and the other end would signify the other extreme. The advantage of "Take-A-Stand" is that students are physically active while engaging in the course material.

//Directions//
 * 1) **Present** two opposing opinions on a topic related to the class.
 * 2) **Model** the drawing of the continuum, creating one line with one view on the left side and the opposing view on the right side. Explain to students what different locations on the continuum may represent.
 * 3) Have students **indicate their view** by placing their own initials on the continuum they created.
 * 4) In small groups, have students **share their view** with their group members, requesting that students place their group members' initials in appropriate locations on their continuum so that each student's continuum depicts the range of opinions of their group members.
 * 5) Invite students to **share with the class** their view, comparing and contrasting their opinions with those of their group members.


 * Example**

In a course titled //History of the Americas//, students learn about the forced removal of American Indians under the Jackson presidency, called the Trail of Tears. This lesson is placed within a broader unit on Manifest Destiny, a motivating question for which is //How should we remember history?//. Students will be asked to consider how Trail of Tears, and the forced removal of American Indians more broadly, is remembered or not remembered in American history. The teacher will present to opposing opinions:
 * 1) //Students in public schools should be educated about all aspects of the atrocities committed against American Indians, including a detail of the specific horrors inflicted.//
 * 2) //Students in public schools should not be educated about the particular incidents surrounding forced removal of American Indians.//

Students will be asked to create continuum, the ends of which represent the opposing opinions. The teacher should place a sample set of initials and describe what that would mean with the students:

[1]---//XX//-[2]

In the given example, //XX// believes that students in public schools should be educated about many of the atrocities of American Indian removal, however some of the more graphic and horrific details should be reserved for upper level students.