Class poll Go to www.menti.com and use the code 19 17 8

Harriet.Scott@insearch.edu.au Classroom Debates

Introduction to debates and arguments FAE001 Advanced English 1 Workshop 4A Introduction to debates and arguments (Background to FAE001 and Insearch Foundation students). Subject needs to be multidisciplinary. High number of contact hours (10 per week). This is a 4-week module that has a team debate as the key learning task. Ky learning objctive is to build skills in argumentation.This is followed by a written argument essay.

Why debate? Debates encourage skills in Developing effective arguments Research Critical thinking Communication Collaboration Students build disciplinary knowledge while preparing for debates Debating skills are highly valued at university, in politics, in professional fields Debates are fun!

Decide on learning objectives Organisation and clarity Structure of speech and clarity of main ideas Arguments Reasons that support the position Evidence Use of relevant examples and facts to support argument Manner Use of voice, gesture, enthusiasm Team cohesion Consistency and clarity of team line and transitions between speakers What do you want your students to learn from the task? How to assess students? What weightings to give each criteria? Sample debate grading criteria:

Choose your topics Topics should be Relevant to the field of study Contemporary Controversial Have clear negative and affirmative sides Presented as statements that are contestable, for example: Driverless cars should replace human drivers Nursing homes are the best place for the elderly Money buys happiness Australia should introduce a sugar tax

Prepare your students Pre –teach: what makes a good argument the rules of debate, and the roles of each speaker. target language – introductions, rebuttal, conclusions. Have students watch debates and read transcripts Provide opportunities for practice to build confidence. Include fun, low-stakes practice. Allow time for team research, reading and note-making Have students draft their speeches

Convince your students Tell your students why they are debating Let them know how they will benefit It might change their lives! Debating can change your life: Lucinda David at TEDx Lund University

Access resources There are some excellent resources available online to assist you and your students Video: University debates, NSW Premier’s Debating Challenge New York Times Room for Debate New York Times Learning Network ’Great Debate: Developing Argumentation Skills’ Debaters Association of Victoria Debating SA University websites

Monitor progress In class you can check and provide feedback on written evidence of work, including Notes and references Team plan: list of key arguments and evidence Draft speeches Give students opportunities to practice in teams, allowing you to give feedback on Verbal and non-verbal communication, including pauses, gesture, eye contact Team work Be aware of any potential cases of performance anxiety, and have a back up plan.

Plan the logistics Decisions include: How many topics, how to allocate topics Number of teams, number of students on each side Timing – how long for each speaker? Should you include a pause for rebuttal? Who is acting as judiciary? Who is keeping time? How will the classroom furniture be arranged? Will a winning team be determined? By whom? Communicate these logistics with students – flow charts are helpful.

Affirmative 1 team presents their arguments (max. 8 minutes) Pause to prepare rebuttal (3 minutes) Negative 1 team rebutts Affirmative 1 and presents their arguments (max. 8 mins) Affirmative 2 team rebutts Negative 1 and presents their arguments (3 mins) Negative 2 team rebutts affirmative 2 and presents arguments Judiciary prepares their judgement (5 mins) Judiciary presents their judgement and reasons This is used for a whole class debate, with 2 affirmative teams and 2 negative teams.

Affirmative team speaker 1 ( 3 minutes) Pause to prepare rebuttal (3 minutes) Negative team speaker 1 ( 3 mins) Affirmative speaker 2 (3 mins) Negative speaker 2 Pause to prepare rebuttal (3 mins) Affirmative speaker 3 Negative speaker 3 (3 mins) Judiciary prepares their judgement (5 mins) Judiciary presents their judgement and reasons This is used for debating teams of 4-6 students

Encourage reflection I learned to initiate a debate. I learned how to prepare for a good debate. I built up my confidence level to speak in front of the audience. Also, I learned how to cooperate in a group and make good team. I have also developed some writing skills and to make notes. It also helped to do the referencing which follows the UTS Harvard Style. I also learned some computer skills such as putting the voice recordings in e-portfolio. I struggled with writing 1000 words essay because I could not easily think of my opinions and arguments about the given topic. I think organizing my opinions with appropriate evidences is also very important challenge to me.

debate and argument essay has been great task for me as I got the opportunity to work in team and do researches. This subject has been a vast subject not only based on English but also on the technologies as well as health. Debate built my self-confident and now I can deal with any presentation and can talk on any topic with pause and pace.

Play debating games Class polls using mentimeter.com Speed debating Rebuttal tennis Choose topics/statements that don’t require research

Speed debating Class forms two lines facing each other Each person reads their statement Pairs debate for two minutes Rows move in opposite direction, so that everyone has a new statement and a new partner.

Questions?