Avalanche
What is Avalanche?
This technique enables pupils to think about their own responses to issues and
gradually begin a collaboration process with those around them to consider
their thoughts on the same theme. It is a useful way of encouraging less vocal
pupils to share ideas initially in pairs and then in larger groups. It also ensures that everyone’s views on an issue may be represented and allows a whole class consensus to be arrived at without a whole class discussion
Implications for classroom layout
A large space is needed for ease of movement and interaction. Alternatively, pupils
could form clusters around desks and move seats accordingly.
How does it work?
1. A relevant question is asked or scenario described.
2. Pupils individually write down their thoughts, opinions and/or suggestions.
3. Pupils form pairs and compare answers. They discuss their positions and reach an
agreed or compromised position on the issue, which is then recorded.
4. Pupils move into groups of four and undertake a similar process. Another agreed
position is reached and noted.
5. The group of four becomes a group of eight and the process is repeated. A further
agreed position is reached.
6. As the groups get bigger it will be necessary to elect a spokesperson/facilitator,
time-keeper, resource manager, scribe, etc.
7. A fi nal whole-class position is then discussed and justified.
8. The view of any pupil who objects strongly to the agreed position could be recorded
if the individual feels that their opinion is not adequately represented.
9. A debrief afterwards might explore not only knowledge and understanding, but also
the process of the activity: how did pupils come to a decision? How was compromise
reached? What skills were they using?
2. Pupils individually write down their thoughts, opinions and/or suggestions.
3. Pupils form pairs and compare answers. They discuss their positions and reach an
agreed or compromised position on the issue, which is then recorded.
4. Pupils move into groups of four and undertake a similar process. Another agreed
position is reached and noted.
5. The group of four becomes a group of eight and the process is repeated. A further
agreed position is reached.
6. As the groups get bigger it will be necessary to elect a spokesperson/facilitator,
time-keeper, resource manager, scribe, etc.
7. A fi nal whole-class position is then discussed and justified.
8. The view of any pupil who objects strongly to the agreed position could be recorded
if the individual feels that their opinion is not adequately represented.
9. A debrief afterwards might explore not only knowledge and understanding, but also
the process of the activity: how did pupils come to a decision? How was compromise
reached? What skills were they using?
Suggested teaching phases
The teacher wants to teach some basic phrases or words;
This technique serves as a review as well;
This technique serves as a review as well;