To apply what you’ve learned, choose one of the following two activities described below: Plan for Action Worksheet or Case Studies. The Plan for Action Worksheet guides you through a process of planning out how you will teach a specific contentious topic in your course, class, or tutorial. As class discussion is a common way to teach contentious topics, the worksheet prompts focus on this type of activity but could be adapted to your teaching activity of choice. If you do not have an upcoming opportunity to teach a contentious topic (via any type of activity), you can apply what you’ve learned from this module via one of the Case Studies.
Plan for Action Worksheet
Below are a series of prompts that guide you through planning out your approach to facilitating a discussion of a contentious topic. You can copy and paste these prompts into a document of your own or download them via this link . Use the prompts to write out your plan for your course.
Describe your discussion, including a brief overview of the topic and at least one learning goal that outlines your aims for what students will achieve by discussing this contentious topic. Connect this goal back to your course learning outcomes to ensure the learning goal aligns with the purpose of the course.
- Discussion topic:
- Learning goal for participating in the discussion:
- By the end of this discussion, my students should be able to… [some actionable goal related to student learning].
- Relevant course learning outcome(s):
List at least three things you will do to set the stage throughout the term leading up to the contentious discussion. Be specific so that these intentions become successfully incorporated into your course schedule. What exactly will you do, and when?
Reflect on your preparedness to teach the contentious topic in your course. Consider the current climate within the course, and beyond, along with your values and biases, and your knowledge of the topic. Also, consider your experience facilitating discussions and responding to conflict. What knowledge and skills are you prepared with to teach the contentious topic? What knowledge and skills still need to be developed before doing so? How and when will you address these learning needs in order to feel prepared?
- Note one or two things that you will do to ensure students are prepared for before engaging with the contentious topic:
- Draft some talking points or a full script for how you plan to introduce the contentious topic to the class:
- Write out the key questions or prompts you intend to pose to the class. You may also wish to identify some phrases you can use to redirect, question, introduce a pause, or conclude the discussion:
- Describe the facilitation strategies you will use to engage students with the topic (e.g. have them write out their first response before speaking, using small groups):
- Note at least two strategies you may take to respond to challenges or moments of conflict should they arise during the discussion:
- Draft two or more sentences you can say to address tensions that arise:
- Describe your approach to wrapping up the discussion. What strategies will you use for closure…
- During class?
- After class?
- If any student(s) seem particularly upset from the discussion, what is your plan for following up?
- How will you process and reflect on the contentious discussion?
Case Studies
Below, three case scenarios are presented for you to consider. Select the case most relevant to your teaching context and apply your learning to respond to the scenario and questions presented.
Use the “Next” and “Back” arrows at the bottom of the presentation slides to move through each case. On the second slide of the case you’ve selected, spend a few minutes reviewing the scenario and reflecting on the case question(s). On the final slide(s) of each case, we present some further questions, strategies, and resources for you to consider.