Learners then need to sort themselves according to this criterion, and hence justify their position on the continuum. This generates a lot of discussion and - depending on the context - this can get quite heated!
As with so many of these discussion activities, the real value lies in how you as a teacher unpick the thinking that learners have engaged in. If you eavesdrop on some particularly juicy debates along the line, draw this out in the plenary by inviting the learners to justify their positions.
For a "closed" version (i.e. with one right answer), you might use a time-line or fixed sequence as in the maths example pictured.