Debates are an engaging way of teaching material, and allowing students to evaluate facts for themselves.
A debate is a discussion between two or more people who are positioned on opposite sides of an issue or topic. Debates can be informal, such as persuading friends why one movie is better than another, or formal, as seen in politics. Formal debates by in large have specific rules and procedures participates must follow to ensure the debate stays on topic.
Within the classroom debating can be an effective way to encourage students to engage, analyze and develop critical thinking as well as public speaking skills. These skills are essential for disciples such as politics and law, but the debate process can be useful to any disciple where decisions or choices need to be defended.
Generally a classroom debate will have rules similar to a formal debate and can be an effective active learning activity for individuals or groups. A debater's goal is to convince an audience or others within the debate to agree with a position. Students on either side of a debate do not have to agree with their position, but it is still a valuable learning opportunity that requires research, information gathering and the development of reasoned arguments. Debates can be an effective way to incorporate more participation in the classroom and at the same time provide students with valuable life skills.
Debates are an engaging way of teaching material, allowing students to evaluate facts for themselves. It involves individual and group work, which ensures that students practice working alone and with peers. It is also an interesting alternative to a written paper because in addition to knowing the content, the students also have to present their arguments and hear from others. Topics that can be covered in a debate are vast.
In a large class, some students continue talking through the debates, which can be hard on the students who are nervous about public speaking. Some students may not want to participate in the debate in terms of presenting.
STEP 1: Instructor provides students with a debate topic/ resolution/ proposition, along with rules, guidelines and/or procedures for the two roles assigned:(1) debate team; (2) audience (peer assessors).
NOTE: relevant content may be presented prior to this strategy; OR the research in preparation may be part of the instructional plan.
STEP 2: Instructor divides students into teams (small groups)to argue the different perspectives, either (1) supporting or (2) refuting the resolution/proposition.
OPTION: class can be divided into multiple teams to argue the same topic of different topics.
STEP 3: In their assigned teams, students research the selected topic, identifying arguments/claims and relevant evidence to prepare an appropriate argumentation using given guidelines.
STEP 4: Instructor provides non-presenting students with rubric or model for evaluating the arguments.
OPTION: students are guided though a process of developing a rubric.
STEP 5: In assigned team students present their prepared statements or materials.
STEP 6: Individually, non-presenting students evaluate the quality of the arguments based on the rubric criteria.
OPTION: instructors might select a 'winner' by asking the class to vote on the quality of the arguments.
STEP 7: Instructor conducts a debriefing of the process ad the arguments presented.
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Hodgkinson-Williams, C. and Mostert, M. (2005). Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university. International Journal of Education and Development..