4 Corners

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In this activity, students publicly identify their position in response to ideas and issues and justify that position with like-minded (and differently minded) peers.  This activity helps students process the role identity, values, and perspective play when interpreting meaning and personally responding to a work. 

Preparation

  • Create position statements that identify issues and ideas developed in the work of study.  Some examples can be found below.
  • Post labels in the corners of the room that correspond to the positioning statements (e.g., “Strongly Agree” to “Strongly Disagree”)

Process

  1. The teacher reads a statement.  Students choose which corner of the room best supports their position or view in response to the statement. 
  2. In the respective corners, students form clusters of 2-3.  Students share their reasoning for their position.
  3. Teachers can choose to share out so that students can hear different perspectives or move on to the next statement.
  4. Ask students to reflect in pairs, small group, as a class, or in their portfolios:  What new thinking or insights about the work did you develop from this activity?  What did you realize about your own response to the text compared to you classmates? 

Variations

Instead of placing positions in the four corners (i.e., “Strong Agree” to “Strongly Disagree”), teachers could use the activity to identify favorite characters or a favorite ad, significant moments, a best fit feeling, response the work, etc.          

Example statements taken from a unit on “Children in Literature”

  • Children are a good reason for a couple to stay together.
  • Family should love and support each other no matter what.
  • Children are a reliable source of information.
  • When evaluating disciplinary actions of a parent, the family’s culture should be considered.
  • It is a parent’s duty to protect children from the harsh realities of the world.
  • It is inappropriate for a child to have a crush on a mentor.
  • Children should not be tasked with making important decisions.

Credits

Adapted from: “The Adaptive School:  Strategies and Moves for Facilitating Groups”.  Thinking Collaborative, https://www.thinkingcollaborative.com/as-resources

Photo by Miguel Á. Padriñán from Pexels