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There are numerous positive behe fits of debate for students


There are numerous positive behe fits of debate for students.

There are numerous positive behe fits of debate for students.

A debate a or structured contest about an issue or resolution A formal debate involves two sides: supporting and opposin Such a debate is bound by rules previously agreed upon. Debates may b judged in order to declare a winning side.

In the context of a classroom, the topic for debate will be guided by the knowledge, skill, and value outcomes in the curriculum.
There are numerous positive behe fits of debate for students. First and foremost, a debate increases the opportunities for speá king and listening in the classroom. During a debate, students take turns to speak in response to the arguments made by their opponents. At the same time. other students participating in the debate or in the audience must listen carefully for positions made or evidence used in proving a position.

The Lincoln-Douglas debate format is dedicated to questions that are cyç a eeper moral or philosophical nature.
The Lincoln-Douglas debate is a debate format that is one-on-one. While some students ‘may prefer a one-to-one debate, other students may not want the pressure or spotlight. This debate format allows a student to W1 or lose based solely on an individual’s argument rather than relying on partner.
This outline of how to run an abbreviated version of a Lincoln.. Douglas debate will run about15 minutes, including time for transitions or claim starters for each stage of the process:
. First Affirmative Speaker- Two minutes to introduce the topic
First Negative Speaker- Two minutes to restate the Opponent’s
. Example: “it is often said” or “many people assume that my esteemed opponent belleves that”
. Second Affirmative Speaker Two minutes to disagree:
. Example: “on the contrary” or “on the other hand”
. Second Negative Speaker- Two minutes to explain why you are right (using evidence) .
. for example” or “this is why”
. Break for Preparation Speaker Two minutes transition

0 Negative Summary/Rebuttal Speaker- Two minutes to conclude withyourthesis
1 the Inner Circle-Outside Circle, arrange students jtO two groUPS of
quaI size.
tudeflts n Group a. sit in a circle of chairs facing out, away from the circle.
tudents in Group 2 sit t, a circle of chairs around Group 1, facing the tudents in Group i.
‘he teacher reads aloud the issue to be discussed.
he students in the inner circle receive 10-15 minutes to discuss the topic. )uriflg that time, all other students focus their attention on the students n the inner circle.
srn one else is allowed to speak.
Each member of the outer circle group creates a list of the arguments made by each member of the inner circle groUP and add their notes about their arguments.
After 10-15 minUtes, groUPS 5Ith roles and the process is repeated. After the second round, all students share their outer circle 9b5&atb0ns.
The noteS from both rounds are used in a follow-UP classroom discuSSI°” and/or for writing an editorial opinion expressing a point of view on the issue at hand.


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