Card, Stack, and Shuffle
Assumptions play an important role in our understanding and interpretation of work, and this protocol helps students critically evaluate assumptions. The types of assumptions will be different for literary vs. non-literary works.
Process
- Divide students into groups of 4.
- Give each group a different sentence stem that prompts an assumption about the work (e.g., In Americanah, Ifemelu is struggling to assimilate to American culture because….).
- Ask students to individually complete the sentence stem on a 3×5 index card (the stem can be prewritten on the card, or there can be one card with the stem, etc.)
- Each group stacks their cards, shuffles them, and passes them onto the next table.
- Person A selects a card and reads the card to the group.
- Group members identify possible assumptions related to the response on the card (e.g., “This person is assuming that…”).
- The group explores the implications of those assumptions.
- Repeat the pattern with B, C, and D drawing cards.
- When the group is finished, asked them to pass the stack of cards to the next table.
- Ask students to reflect in pairs, small groups, as a class, or in their portfolios: What role do assumptions play in your reading? Why is it important to critically evaluate assumptions?
Variations:
The whole class could respond to the same sentence stem, only passing the cards one or two times to the next group.
Credits
Adapted from: “The Adaptive School: Strategies and Moves for Facilitating Groups”. Thinking Collaborative, https://www.thinkingcollaborative.com/as-resources
Photo by Pixabay
