Teacher Process

Assign Teams:
Have the students count off 1-2, in class. If they counted off "1", then they are on Team 1 and if they counted off "2", they are on Team 2.  It is not recommended to tell them what team is in favor of iPods prior to them counting off.  If you have an especially large class, you may have to have 4 teams, wherein Team 2 and 4 are on the same side of the issue, and Team 1 and Team 3 are on the opposing side.

Advise the students: If you are assigned to Team 1, then you are in favor of iPods in schools.
If you are assigned to Team 2, then you are opposed to iPods in schools.

It is also critical to tell the students that if  they are assigned to a team that contradicts their personal beliefs, they need to remember that this assignment involves looking at critical issues from another perspective, and then reaching a consensus based upon the available research.

Procedure for all teams:

1. Have the students Brainstorm for different ideas.  Walk around the classroom to make sure that everybody in the groups has adequate time to talk.  See the following link for information on the process of brainstorming: Brainstorming Hints

2. Have the students start their web research.. Discuss how to evaluate websites to determine their validity. Tell the students that they can use websites other than those suggested, as long as they are school appropriate. See the following link for information on evaluatiing websites:   Evaluating Web Pages

Team 1:  In favor of the use of iPods in school

Possible areas to explore include the following:

Team 2: Opposed to the use of iPods in school

Possible areas to explore include the following:

3. Assign an Individual Research Paper: Each student has to write a research paper that details the scope of their research.  The paper is to be 1.5 to 2 pages in length, and needs to have a separate "References" section. The reference section is in addition to the 1.5 to 2 pages.  The proper format is MLA style for citations. Each student has to use at least 2 references.

 4. Reaching a Consensus.

After performing the research, advise the student that they now have to reach a consensus on what they are going to present. Advise them that although iIt may be tempting to slant the presentation so that it will benefit them, they have to work with the rest of the class to reach a consensus.

In order to help them reach a consensus,  you may suggest the following website:

Building a Consenus

 5.  Have the students create a presentation: Decide if you want the students to create a PowerPoint presentation, a display board, or some other type of presentation. Suggested positions to work on the presentation could include:

6.  Have the students present their finished presentation. It may beneficial to have a member of the staff, other than yourself, also listen to the presentation. Who knows, they may change school policy!