ACTIVITIESTIPS

RECOMMENDATIONS

Debating methodology in the classroom

What are Debates?

DebateDiscussionDialogueArgument

WHAT STUDENTS LEARNFROM DEBATE AND DIALOGUE

ACTIVITIES

CONCEPTS OF DEMOCRACY• In a democracy, the key issue is that the

majority rules, but minority rights are protected. Everyone has the right to speak and be heard.

• Everyone has equal rights and responsibilities for decision-making.

• All citizens must be equipped to deal in the “marketplace of ideas.”

CONCEPTS OF APPROPRIATE BEHAVIOR• To effectively protect everyone’s right

to speak and be heard, rules must be followed.

• To participate effectively in debate, students must restrain their impulses.

• The person who facilitates the debate or dialogue must remain neutral.

• To listen effectively, students must attend to the speaker, refraining from side conversations and commentary.

“YES, BUT...YES, AND”

TOPICS:This activity can be used in several curricular areasExamples...current events:• gun ownership is guaranteed by the constitution• abortion clinics should be illegal• drug laws are equitably enforced• as commander-in-chief, the president should have sole power to

declare warhistorical events:• dropping of the atomic bomb on Hiroshima and Nagasaki was justified• Manifest Destiny was a resonable expectation for the timeliterary concepts• the theme of H u c k F i n n is man’s inhumanity to man• censorship of literature is justified• Romeo and Juliet are victims of fate

PROCEDURE:“Yes, BUT...”

• First appoint or ask for a volunteer to present a controversial current event or issue. The subject would be the choice of the speaker. The person goes to the front of the room and says, for example: “ An abortion doctor was shot in front of a clinic last night. All protesters should be banned from picketing clinics.” This person is then in charge of calling on the people who want to respond.

• A respondent from the audience will raise his or her hand and after being called upon, will reply...”Yes, but…” and present his or her opposing view. The person usually stands by his/her desk.

• The next student responds to the previous students, and so on until it seems that all points have been brought out .

• Once an issue has been exhausted, the first student reclaims his or her seat, and another student takes over the activity by introducing his or her subject.

• This can go on for as long as you wish. It usually works best, however, if kept to a limited amount of time (15-20 min.) It works well for either on Mondays to get the week going or on Fridays for a wrap up

• Students can be required to bring in newspapers or magazine articles—which allows more current, viable information to be brought into the discussion.

“Yes, AND...”

• Eventually, someone in the class will realize that all of the opposing

arguments have been given and he/she wants to add something to emphasize one side or the other. When they ask how to do this, suggest that they say: “yes, and...” and then continue to give information which will reinforce the argument.

• ”Yes, and...” is also a good tool to use when the topic is informational.

Examples...current events:• the effects child abusehistorical events:• the causes of the Civil Warliterary concepts• Holden Caulfield contemplates suicide for a variety of reasons.

FOUR-STEP REFUTATION

STEP 1: “They say….” STEP 2: “But I disagree…” STEP 3: “Because…” STEP 4: “Therefore…”Speaker 1: Bananas are better than oranges because they contain morepotassium.Speaker 2: Speaker 1 says that bananas are better than oranges, but Idisagree. Oranges are better than bananas because they contain morevitamin C. Therefore, you should prefer oranges because while manyfoods in an ordinary diet contain potassium, few contain an appreciableamount of vitamin C. It is more important to eat oranges wheneverpossible than it is to eat bananas.Hint - Investigate which is more important to the long-term strength andhealth of the body – Vitamin C or potassium. This could be just theinformation you need to set the hook!

Spontaneous Argumentation

FORMATTwo students are selected. They speak from the front

of the room. One student will debate the Affirmative, supporting the topic and the other student will debate the Negative, opposing the topic. The sides are assigned in a random manner. The students are given the topic and both look at it for one minute. The debate progresses using the following format:

Affirmative Opening.............................. One MinuteNegative Opening .................................. One Minute*Unstructured Argumentation............... Three

MinutesNegative Closing .................................... One MinuteAffirmative Closing.................................One Minute

TOPICS

Topics should be drawn from classroom instruction. They should be statements that reasonable people may agree or disagree with. Topics should NOT be questions.

Examples

Math (Integrated): Resolved: Tables convey better information than graphs.

Math (Algebra): Resolved: Solving quadratic equations using the quadratic formula is easier than factoring.

Biology: Resolved: Who a person is can be determined by his genetic makeup.

Physics: Resolved: The theory of relativity is a special case of some other more advanced theory that hasn’t yet been discovered.

U.S. History: Resolved: The writers of the Constitution should have outlawed slavery.

European History: Resolved: WW II was caused by WW I. English: Resolved: Owen Meany should have avoided his

destiny, not embraced it. Physical Education: Resolved: Perfecting skills that you are

best at is more effective than improving those you are weak at.

Art History: Resolved: There is an objective way do determine what is art.

Visual Art: Resolved: Water colors are more expressive than oil.

Computer Science: Resolved: Ease of use is more important than sheer computing power.

Music: Resolved: Atonal music has inherently less value than tonal music.

Training Games

1. If I Ruled The World...2. I Couldn’t Disagree More...3. POI Game.4. Balloon Debate.5. Complete The Sentence.6. Botticelli.7. The Return of Doctor Who.

Philosophical Chairs

SUBJECT MATTER APPLICATIONIn theory, learning happens when students use

critical thinking to resolve subsequent conflicts which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. “Philosophical Chairs” is a technique to allow students to critically think, verbally ponder and logically write their beliefs.

PROCEDURE:

Students read, prior to coming to class, a newspaper article, short story, essay or literary selection, taking notes as they read; bring those notes to class.

After reading and taking notes students are presented with a second or third level statement that will elicit thought and discussion.

Teacher can provide a statement for the first few discussions and may allow students to collaborate to create future statements if so desired. (Example statements follow)

PROCEDURE:

The chairs are placed in a horseshoe seating arrangement, with the two ends longer than the back. (see illustration) Students are told they will argue the merits of the philosophical statement and that their choice of seat during the discussion will illustrate their position. If they agree with the statement, they should sit on the right; if they disagree with the statement, they should sit on the left, and, if they are “undecided,” they should sit at the back of the horseshoe. They will have the opportunity to move as their minds change.

Choose a student moderator whose job is to see that everyone gets a chance to speak.

To gain full credit, a student must speak at least two times.

TIPS FOR THE TASK MASTER

Set ground rules about the discussion before it starts. (Sample rules follow)

Set a time limit for the discussion.Require students to summarize the previous

speaker before they are allowed to present their arguments.

Teacher should moderate the first and, if needed, the second time.

TIPS FOR THE TASK MASTER

If any students have not read the material and taken notes, have a section of the room where they must go and cannot join the discussion until they have the notes. They also cannot be full group members so a hot seat is placed in the horseshoe to allow those members who have finished their notes to make a statement and then move out of the group. They cannot participate any further. (This gives them partial credit for the assignment, but full credit cannot be earned since they came to class unprepared).

Moderator keeps track of students who have spoken and the number of times they did so.

EVALUATION:

Students write a metacognitive reflection responding to questions either related to the material read or to the technique of “Philosophical Chairs”

Level One Questions Will: DefineDescribeIdentifyListNameObserveRecite

Question Levels

Level Two Questions Will:

AnalyzeCompareContrastGroupDetermineInferSequenceSynthesize

Level Three Questions Will:

Apply a principleEvaluateHypothesizeImagineJudgePredictSpeculateLevel One should not be used in forming questions

for “Philosophical Chairs”. The debate will not flow nor will there be the conflict needed to have successful experience.

Topics for Discussion

1. Hypothesize whether most people care enough about the environment to make personal sacrifices to save it.

2. Infer the validity of the United States selling arms to any foreign country.

3. Judge whether students should be able to select their own teachers.

4. Determine whether children should ever be physically punished.

5. Judge whether it was easier to grow up when my parents were kids than it is for me now.

More Topics for Discussion

6. Speculate whether legalization of drugs would result in less crime.

7. Determine whether any censorship of music or art is wrong.

8. Evaluate whether rock music contributes to a rebellious attitude in some teenagers.

9. Apply the principle that every student has the opportunity to succeed in our school.

Rules of Engagement

Read the material for the debate and the opening statement carefully; be sure you understand it

Listen to the person who is speakingUnderstand the person’s point of viewContribute your own thoughts, offering your

reasons as succinctly as possibleRespond to statements only, not to the personality

of the person giving itChange your mind about the statement as new

information or reasoning is presented

Move to the opposite side or to the undecided chairs as your thinking grows and changes

Support the Mediator in maintaining order and helping the discussion to progress

Reflect on the experience via the closing activity or assignment

Written Evaluation Sheet

Please respond candidly and specifically to the following questions:

1. What was the most frustrating portion of the exercise?2. What was the most successful portion of the exercise?3. What was said that caused you to change your seat, or

what was said that caused you not to change your seat?4. What conclusions can you draw about how you form

your beliefs?5. What conclusion can you draw about the nature of

forming beliefs as it might relate to this activity?

Many Sides:Debate Across the Curriculum

“As educators we shape the future. Every time we expand the critical advocacy skills of our students while at the same time involving them in a more serious consideration of the subject matter at hand, we make a positive contribution to that future. Our advocacy of debate as a method recognizes that the knowledge and information landscape of the 21st century calls for new critical methods and a new approach to education. We do not believe debate is the only way to approach this daunting challenge, but we strongly believe it is a powerful tool for creating a better world.” Alfred Snider

Many Sides:Debate Across the Curriculum

“Debate teaches vital skills—confidence in ideas as well as effective research, preparation, and communication skills. These are all concepts that build on one another and create a foundation that will serve students for the rest of their lives. Involving students in a debate does much more than get them excited about the subject; it also provides them with the tools they need to succeed in many different areas.” Alfred Snider

IDEA EXCHANGE VILNIUS

April 15-17 2011http://www.idebate.org/ideaexchange2011/

en/http://www.idebate.org/ideaexchange2011/ru/