Guide
Name
Consensus Decision Making
Description
Consensus decision making is a complex collaborative process that relies on the understanding of certain basic principles, as well as the application of interpersonal skills. As students practise consensus decision making, they come to understand that consensus is the result of negotiating and cannot be reached by more simple means such as majority vote or compromise. Its goal is to bring all participants to a common, shared agreement that reflects the perspectives of each and every team member. For this reason, consensus building requires a supportive, safe, and inclusive classroom culture, active listening, and a high degree of commitment from all team members. Students may assume specific roles within the group (e.g., facilitator, scribe, timekeeper, questioner...) or create variations depending on the nature of the task. The only essential role in a consensus decision-making task is that of facilitator. The facilitator is responsible for attending to the following basic principles of consensus decision making: All members are equal and have a valid perspective to contribute to the group. Everyone has the right, but not the obligation, to change his or her mind. The decision is reached when all the members decide on a common course of action. The participants are responsible for the following: willingness of each member to share power respect for assigned roles commitment to follow the established process clear common objective neutral facilitator accepted by the group
Purposes Specific Learning Outcomes LICT Descriptors How To Do
Related Information
- Establish ground rules for the process at the beginning of the year. Have students sit in a circle or face one another. Allocate an initial period of time for dialogue or exchange of ideas. Indicate that it is time to pass on to the discussion phase, during which a decision is made. Collaborative Learning Discussion Possible roles include: Facilitator: remains objective, poses questions, ensures that each group member has the chance to speak in turn Graphic Artist: creates charts or illustrated representations of ideas and information Keeper of the Peace: mediates conflicts and proposes solutions as needed Materials Person: coordinates space and makes sure that the group has the necessary materials to carry out its task Questioner: checks that every member of the group is satisfied with the decision Researcher: locates sources, definitions, and helpful information as needed Scribe: records and organizes ideas Spokesperson: reports ideas and decisions to other groups Task Protector: presents and supports the central task and reminds group members to focus on the main idea without straying Timer: monitors time and reminds group members of the time constraints Teacher intervention should be minimal. Begin with simple issues to allow students to focus on the processes of reaching consensus before engaging in more complex issues. Generally, a heterogeneous team of four to six members is the most effective in collective decision making. Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
Give each student the chance to take on a leadership role over the course of the year. Variations Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., what does a quality collaborative group/group member look/sound like when they are trying to reach a consensus? Why?) Constructing Student-Generated Criteria for Quality Work Conference with students throughout the process and offer descriptive feedback Record focused observations on students' respect for assigned roles and in following an established process as a group tries to reach consensus. Focused Observation Form Focused Observation Form Sample Orally guide/facilitate reflection (e.g. what have I learned about consensus decision making? Evidence of my learning is...)in journals or with the Reflection Metacognition Y-chart Reflection Metacognition Reflection Self-Assessment
References Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -