TYPES OF ACTIVITIES

PEER COLLABORATION

What it is: Peer collaboration involves providing opportunities for students to work together toward a common goal.

Outcomes: Peer collaboration leads to increased levels of cooperation, kindness, and helpfulness (Choi et al., 2011).

Why it works: Peer collaboration requires students to focus on a common goal instead of individual goals, which minimizes competition. In addition, working together can facilitate social relationships (Roseth, Johnson & Johnson, 2008), make students more tolerant of different perspectives (Johnson & Johnson, 2003), and help them to learn more varied strategies for solving problems, and practice communication, which leads to better social behavior & less overall conflict (Cowie, 1995).

DISCUSSION

What it is: Discussion refers to an interaction where individuals talk, listen carefully, and respond to each other about different points of view in order to achieve a better understanding or judgment of a particular issue (Bridges, 1979). Classroom discussions can involve the entire class or small groups. They can be used to teach a wide range of topics, but may be particularly helpful for moral development when they pertain to issues of right and wrong.

Outcomes: Moral discussions increase levels of moral reasoning among adolescents (Claypoole, Moody, & Peace, 2000), especially when discussions occur with peers (Kruger, 1992; Walker et al., 2000). More specifically, discussions enhance perspective-taking, empathy, and awareness of how one’s actions influence others (Myyry & Helkama, 2002).

How it works: Practicing respectful communication can help individuals to cultivate communication and logical thinking skills and to become more confident in their ability to talk about difficult issues, which enables them to engage in more peaceful and productive discussions. Talking about differences in opinions also impels individuals to reflect upon the reasons for their attitudes and evaluate the accuracy of the assumptions that hold about the world. This process can raise awareness for different perspectives. In addition, hearing the reasons why people hold different perspectives can help an individual to appreciate differences in opinions. Furthermore, engaging in moral discussions can help students learn about ethical principles they could employ when making moral decisions (e.g. not harming others, treating people fairly).

How to apply it: Gather students (arrange in a circle if possible). Set rules/expectations for responding (emphasize the importance of showing respect and for criticizing arguments rather than people). Describe a moral dilemma that is relevant to students, such as a person whose friend wants to copy their homework. Ask students what they think is the correct action for that situation (be sure to ask “what should they do” rather than “what would you do”). Ask them to explain their reasons for their responses and encourage them to respond to each other’s opinions (use strategies listed in the box below). You can instruct students to discuss the issue in small groups first, then come together as a whole group, or just do it with the entire class. When you decide that it is time to conclude the activity, suggest that students reflect on the issue later by either writing about it or discussing it with someone else such as a family member. A more comprehensive step-by-step guide for leading moral discussions in classes of different ages is available at http://www.schoolclimate.org/guidelines/documents/moraldilemmadiscuss.pdf.

Strategies for engaging in discussions:

(modified from Berkowitz & Gibbs, 1979, p. 23-25)

Present an argument.
- -Share your position on a topic and explain why you believe that. For example, “I believe that students should not cheat on tests because it is unfair for them to earn the same grades as other students who spent time and effort studying.”
- -Request feedback on whether another person understands or agrees with your point
Check that you understand another person’s point.
- -Ask someone to explain why they hold a certain position.
  
  -Ask someone to explain their argument again or in a different way.
- -Paraphrase someone else’s argument and ask if you explained it accurately.
- -Try to elaborate on someone’s argument by asking, “Are you implying that…?”
- -If someone is making an argument but isn’t sure how to finish it, try to complete it for them, then ask if they agree.
Express support for someone else’s view.
- -Provide an example to support someone else’s position.
- -Explain how your position is compatible with someone else’s view.
- -Explain how you are changing your position to account for someone else’s point.
Express disagreement with someone else’s view.
- -If you disagree with someone, explain which part of their argument you do not agree with and why.
- -Provide an example that counters someone else’s position, and ask them to explain how their argument accounts for that example. It is often helpful to take an argument to its implausible extreme. For example, if someone is arguing that all people should be free to say whatever they want with no limits whatsoever, then present an example such as verbally abusing young children.

Updated 2015

How to apply it: Assign students to work in small groups for homework assignments and classroom activities. For example, ask students to turn to the person next to them and discuss a point from the lecture. It is important that teachers provide incentives for every member of the group to contribute (Slavin, 1996), and that the groups present their work to the larger class when it is complete (Shachar & Sharan, 1994).