• To help students 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
• Toget an overview of their analysis of an issue of mutual concern.

• Laptop, tablet, or mobile phone
• Resources for student access to computers

The following workflow is meant to guide how to facilitate a Pro and Con Grid learning activity in an online learning environment.

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 (e.g., Create a Zoom session or create a shared Google Doc).
• Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).

Online (Synchronous)

• Direct students to the Zoom session during scheduled class time.
• Set up students into groups. Consider limiting the group size to 2-3 students. The Random Assign feature is the easiest way to do this in Zoom. Identify the number of groups you want, and it automatically populates students into them. You can also use Custom Assignment to create groups or the Allow attendees to switch groups option.
• Direct students to the Google Doc link that creates an individual document version for each group.
• Leave time for students to ask questions about the activity and get clarification on the topic. Let them know how much time they have to complete the assignment.
• Have groups follow a link that creates a new version of the template in Google Docs. Have one student record the results in the document.
• Let students or groups know how many items you expect them to list.
• Determine whether students should use words, phrases, or sentences in their pro and con arguments list.
• Give students five to ten minutes to complete the activity.
• Direct students to share their documents with the instructor.
• After the allocated time, end the breakout session and have students return to the main session room.
• Have a member from each group report their findings.

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/grades based on the quality of the grids.
• Discuss the results of the activity at the next class meeting.

• Some students might not have the network bandwidth to participate in synchronous sessions. Please make sure students turn off their cameras to reduce bandwidth. Students can also use the dial-in phone connection for audio instead of their network connection.
• The technologies recommended here should meet most campus accessibility requirements. However, you should check with the McBurney Disability Resources Center for guidance on any specific accommodations for your students.

• Creating a Document Template in Google Docs
• Using Google Docs Chat Feature to Collaborate
• Using Breakout Rooms in Zoom

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