March 10, 2022
Tug-of-War is essentially a very structured debate. This protocol gets students out of their seats and working with a partner to support an opinion. The first time I facilitated a Tug-of-War, we were in the middle of a persuasive reading and writing unit.
Students had just read two essays presenting opposing opinions about exotic pet ownership. The previous year, I had students create 'campaign posters' on Canva supporting one opinion or the other. Students were expected to make a claim and provide 3 reasons to support their opinion.
The campaign posters were beautiful, but the reasons students presented to support their claims were hit and miss. I saw students simply rewording the reasons provided in the essays we read and doing very little critical thinking of their own. I saw the same when students were asked to write persuasive essays a week later. I knew I needed to give students the opportunity to brainstorm with others who agreed with their opinion, before asking them to create their 'campaign posters' this year. From this need, Tug-of-War was born.
Not only did Tug-of-War help students find stronger reasons to support their claims, it exposed them to counter claims also supported by strong reasons in a different way then when they read the text. This had a fantastic impact on the quality of the content included on their 'campaign posters'. In fact, I added the requirement of presenting and debunking the counterclaim and they exceeded expectations. Not only did this activity improve the quality of their exotic animal campaign posters, but I saw it have a long term impact, strengthening students persuasive writing.
Since that very first Tug-of-War, I've used the protocol in different subjects throughout the years with a high rate of success. Students must think critically while collaborating and communicating their thoughts, opinions and ideas. As a result, engagement is high and the learning is meaningful.
How To:
Label two walls in the room with opposing opinion statements. Ask students to go to the wall labeled with the statement they agree with most. Students then partner up with someone on their same wall to discuss why they agree with the statement. Each partnership records 3 reasons to support the opinion they chose on the Tug-of-War Brainstorm recording sheet. Students then organize their 3 reasons from weakest to strongest. Finally, in the center of the room, partners face off in a tug-of-war with a partnership from the opposite wall presenting their reasons from weakest to strongest.
Often, there is no winner or looser, although the more we do this protocol, the more students are able and willing to identify when they've 'lost' the tug-of-war.
In order to ensure students are actively listening to the one and other, I often have them do a reflection at the end of the activity. They identify what their opinion was and what they believe their strongest reason or piece of evidence was. Then they identify what the opposing opinion was, and what they think their strongest reason or piece of evidence was. Then I give students the opportunity to write why the strongest argument of the opposing opinion didn't convince them to change their opinion, or if it did. This provides great scaffolding for persuasive writing.
Ideas for Implementation:
SEL Opinion Statements: Telling a friend the truth, even if it is hurtful, is important. / It's more important to be kind, than to tell the truth to a friend.
Social Studies Opinion Statements: The civil war was unnecessary. / The civil war was necessary.
Science Opinion Statements: Albert Einstein was the greatest scientist in history. / Sir Isaac Newton was the greatest scientist in history.
ELA Opinion Statements: Onomatopoeia is the best form of figurative language. / Personification is the best form of figurative language
Math Opinion Statements: Memorizing your multiplication facts is more important than being able to do mental math. / Being able to do mental math, is more important than memorizing your multiplication facts.