I wanted them to be able to connect it to the real world and realize that this topic is a real life issue that is currently being debated among world leaders and the scientific community. With the reflection, I wanted them to summarize the statement that was discussed, the arguments they heard from both sides, what position they held, and if they changed their mind at any point during the discussion and why. I made sure the students took turns speaking, reminded them to repeat the previous speaker's argument, and asked questions that would continue the conversation if there were any lags. I explained the rubric of how they would be scoring their classmates and the rules of engagement. The day of the philosophical chairs I, as the teacher, was the mediator. I told them if the class was too heavily split to one side, I would even it out by switching students to argue for the other side, so they needed to be prepared to support either side. PreAP was required to write an argument from either side. They were to write down their position and reasons why they supported that argument.
They were to mark up the text (number the paragraphs and highlight important information.) Next, they were given the prompt for the next day's discussion and were told to choose a side. The day before, the students read an article that detailed these advantages and disadvantages of renewable and nonrenewable resources.
Cheeks writes, "Prior to the philosophical chairs protocol, the students had learned about the different types of resources (renewable, nonrenewable, fossil fuels etc) and the pros and cons associated with them. Cheek."How did you do philosophical chairs with 6th graders ? How exactly did you work it into your curriculum ? What did the feedback forms look like ? The AVID team appreciates your questions.and here is a follow up to last weeks Philosophical Chairs. After last weeks entry on philosophical chairs, great FCMS minds had questions for Ms.
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