1. Controversy Learning goals: cognitive goals social goals
(Johnson, Johnson, 1989)
Learning goals:
cognitive goals
social goals

2. Debate Controversy 1. problem including two opposite positions
2. presentations of opposite positions
3. discussion
4. changing positions
4. wining
5. consensus

3. Rules for constructive controversy
I am critical to ideas not individuals.
I focus on best decision possible, not “winning”.
I encourage everyone to participate.
I listen to everyone's ideas.
I paraphrase when something is not clear to me.
I first bring out all the ideas supporting both sides.
I try to understand both sides of issue.
I change my mind when the evidence indicates that I should do so.

4. Steps: Formation of groups with five members.
Each group divides into two pairs. Each pair is assigned different viewpoint. One group member chooses the role of observer.
Explanation of the content of controversy.
Pairs work on their assigned viewpoint (10 minutes) – preparation for presentation in groups.
Group work:
- first pair presents his position (5 minutes)
- second pair presents his position (5 minutes),
- open discussion (5 minutes),
- time out - reversing the perspective (3 minutes)
- first pair – arguing for the opposite point of view ( 3 minutes)
- second pair – arguing for the opposite point of view (3 minutes),
- searching for consensus.
6. Plenary presentations of conclusions.
7. Discussion in groups about their experiences in controversy (and observers feedback).

5. Questions for group discussion (10 minutes)
How have you succeed to solve the disagreement in the group.
What was beneficial for reaching the consensus?
What was the hardest part?
What have you learnt about yourself, about constructive problem solving?
Where could you use controversy in school? With which topics?