Barometer
Table of Contents
Bloom's Level
Use
Setting
Activity
Technology
Related Strategies
Description
The barometer, also known as the human barometer, is a communication strategy that allows students to express their opinions or viewpoints by lining up along a continuum. The barometer measures the extent to which a student agrees or disagrees with a statement about an important issue. One end of the barometer is typically designated as “strongly agree,” while the other end is “strongly disagree.” Students are expected to move to a position that reflects their opinion without talking. After students have settled in their positions, the teacher may ask them to explain their viewpoints and then allow other students to adjust their positions if desired. The barometer works well for stimulating discussion about issues that have a wide range of opinions.
When To Use It
As a learning strategy, use barometer when you want students to:
- take a stance on a controversial topic or issue
- share and defend their opinions, personal values, and beliefs
- practice respectfully disagreeing
- practice listening to various perspectives with an open mind
- engage in discussion before or after a unit of study
As an instructional strategy, use barometer when you want to:
- provide an opportunity for all students to share their opinions and be influenced by new perspectives
- teach students how to respect other’s perspectives and listen with an open mind
- teach students how to defend their argument using reasoning and evidence
- get to know your students’ viewpoints to make informed instructional decisions
- stimulate discussion to prepare for or review a topic or unit of study
How To Use It
Advance Prep
- Choose a topic or issue that will elicit a variety of student viewpoints and opinions. The topic can relate to a unit of study in which students are currently engaged or an upcoming topic.
- Create a prompt, question, or statement to which students will respond by taking a stance along a continuum (e.g., Strongly Agree, Agree, Neutral, Disagree, Strongly Agree)
- Ensure that there is enough space in your classroom for students to stand along a line or in a U-Share. Post signs for “Strongly Agree” and “Strongly Disagree at opposite ends.
- Plan to demonstrate the activity with a simple example and set norms and expectations before introducing the planned prompt.
Implementation
- Introduce the activity and demonstrate it with a few students using a simple statement, for example, “Everyone should own a pet.”
- Have students line up along the continuum (Strongly Agree, Strongly Disagree). Explain that standing at either extreme means that they absolutely agree or disagree, while standing in between the two extremes indicates a lesser degree. Standing in the middle indicates that they are neutral or undecided.
- Alternate between opposites ends asking students to explain why they took that stance.
- After everyone has briefly shared, ask students to reflect on whether their opinions were changed or reinforced based on what they heard.
- Allow students to move to a new position if their opinion changed and ask them to explain why.
- After students understand the structure of the activity, establish norms and expectations for discussion. Discuss the value of understanding various viewpoints and how to respectfully and constructively disagree. Encourage students to use “I” statements rather than “you” when sharing their opinions or defending their stance.
- Present the prompt to students and give them a few minutes to think about their response. If desired, students may write their initial response. Tell them to prepare to defend or explain their stance.
- Ask students to position themselves along the barometer (the invisible continuum line) to represent their stance.
- After students are in place, ask them to explain why they have chosen their positions. Ask them to use reasoning, evidence, or examples to defend their viewpoints. After a few students have shared, take a pause, and ask if anyone would like to change their positions based on what they’ve heard so far. Allow them to move and ask them to explain why.
- Continue alternating between sides until all students have an opportunity to share. Again, ask if anyone would like to change positions based on what they’ve heard.
- Debrief the activity through a whole-group discussion or have students reflect in their journals about how their opinions were changed or reinforced after listening to other viewpoints.
Pros
- Provides a safe and non-intimidating way for students to voice their opinions in a positive classroom climate
- Promotes understanding of different viewpoints
- Provides a structure for respectful arguments
Cons
- Norms and expectations must be established to prevent outbursts and heated arguments on emotionally charged issues.
- A positive classroom climate must be established so that students feel safe sharing their honest opinions.
- Students must possess a high degree of maturity when discussing sensitive or controversial issues.
Culturally Responsive Application
Barometer is a culturally responsive teaching strategy that provides an authentic opportunity for all students to share their viewpoints and engage in meaningful discussions. Students are taught to value divergent opinions as a source of new understanding, and they experience how diversity can enrich a discussion and influence their thinking.
When teachers plan a barometer activity, they can choose a culturally relevant topic or issue that is related to the content. This helps students to better connect with and understand the content because they can see how it relates to themselves and others.
Emerging English Language Support
Helps students share their opinions by asking them to line up along a continuum based on their position on an issue.
Students with Disabilities Support
A non-intimidating way of sharing their opinions. It can be an excellent way of getting learners to talk. Once they stand on the line, ask them to explain why they stood where they did. Introduce a complicated or controversial issue through the medium of your choice.
Subjects
1.1 Literature, 1.2 Informational texts, 1.5 Speaking and listening, 4.1 Civics, 4.2 Economics, 4.3 Geography, 4.4 History
Why It Works
No evidence found