Pro and Con Grid (classroom)

• To help students to move beyond their first reaction to a topic, search for at least two sides to the issues in question, weigh the value of competing claims, think critically about the construction of arguments they encounter in the real world, or get an overview of their analysis of an issue of mutual concern.

• No special requirements for this approach.

The following workflow is meant as guidance for how you can facilitate a Pro and Con Grid learning activity within a classroom.

Pre-Class

• Write a prompt that will elicit thoughtful pro and con arguments on a decision, judgment, dilemma, or issue.
• Select the desired approach and prepare the technology to facilitate the activity (ex. Create a shared Google Doc).
• Determine how you will create groups.
• Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).

In-Class

• Set up students into groups.
• Present an example of a pro and con grid. 
• Hand out a blank sheet of paper to students. Have them draw a pro and con grid on it.
• Let students or groups know how many items you expect them to list.
• Determine whether students should use words, phrases, or sentences in their list of pro and con arguments.
• Give students five to ten minutes to complete the activity.
• Direct students to share their documents with the instructor.

Post-Class

• Review grids. List the points students provided in each category and do a frequency count. Which arguments do students mention most often? Compare students’ lists with yours. How balanced are the two sides?
• Provide feedback/grade based on the quality of the grids.
• Discuss the results of the activity at the next class meeting.

• None

• None

Example 1

An Issues in Bioethics Professor has students read several recent articles on the current debate about patenting human genetic material. He wants students to reflect on this issue and writes a prompt "From your viewpoint as consumers, what are the principal pros and cons of allowing the patenting of genes?" At the beginning of class, he has students break up into groups of four. He passes out a handout to each group with the question at the top and two columns (PROS and CONS). He asks each group to come up with six entries for each column. He gives them ten minutes to complete the activity. Instead of collecting the papers, he has each group report their list, and he creates a master list from all groups' results (Angelo 169).

Example 2

An Assistant Professor in Civil Engineering is teaching a Seminar in Bridge and Highway Design. Students have just studied two proposed designs for a suspension bridge before class. She wants to know how well students are able to evaluate the strengths and weaknesses of each proposal. She also wants to expose the internal decision-making processes they use to make a recommendation. At the start of class, she gives students a piece of blank paper and asks them individually to list three to five strengths and weaknesses of each proposal. Students have 5-10 minutes to complete the task. She calls on students to share their results without comment. She collates the results on the whiteboard. The class reviews the list, which reveals some differences of opinions. Students are given another 10 minutes to work in pairs to review the lists and make a recommendation along with a rationale for their decision. She has teams vote on each proposal and calls on some students from each side to defend their decisions (Angelo 169).

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 168-171.