B RAINSTORMING AND DEBATE W ORKSHOP 14 3 /1/2012

A GENDA 10:00 – 10:05AMWELCOME 10:05 -10: 15 AM STARTER ACTIVITY 10: :45 AM BRAINSTORMING 11: :00 AM P RAYER B REAK 12:00– 1:15 PM D EBATE 1:15- 1: 30 PM R EFLECTION

Role Play Ask one trainee to volunteer. This volunteer should play the role of a teacher conducting a brainstorming activity in a classroom. Choose any topic. Apply. S TARTER

D URING BRAINSTORMING WE HAVE TO ASK OURSELVES Where does the problem happen? When does it happen? How does it happen? To whom does it happen, and who causes it?

B RAINSTORMING Brainstorming is a group creativity technique by which a group tries to find a solution for a specific problem by gathering a list of ideas spontaneously contributed by its members. Brainstorming was developed and coined by Alex Faickney Osborn in 1953 through the book Applied Imagination. Alex Faickney Osborn

A PPLICATIONS Osborn notes that brainstorming should address a specific question; he held that sessions addressing multiple questions were inefficient. Further, the problem must require the generation of ideas rather than judgment;

B RAINSTORMING GROUPS Osborn envisioned groups of around 12 participants, including both experts and novices. Participants are encouraged to provide wild and unexpected answers. Ideas receive no criticism or discussion. The group simply provides ideas that might lead to a solution and apply no analytical judgment as to the feasibility. The judgments are reserved for a later date.

B RAINSTORMING TECHNIQUES C LUSTERING What is it? When you write down words or concepts associated with the topic. (any ideas that come into your mind)

C LUSTERING - A PPLICATION Draw a bubble and write the topic above it. Brainstorm! Now look for words that connect with each other. Circle the words and connect them with lines.

L ISTING OR BULLETING What is it? Create a list of terms/ideas/concepts about the topic. Create multiple lists depending on the purpose.

V ENN D IAGRAM What is it? Draw two circles that connect, like this: List two topics above the circles. Brainstorm about the topics – what do they have in common and what is unique about each one. Cities Eiffel Tower Capital Became Paris in 400 A.D. francophon e County seat Anglophon e Founded in 1839

T REE DIAGRAM What is it? This diagram has a central idea to which you add branches that focus on details.

T REE DIAGRAM This type is used in classification of things.

T- DIAGRAM What is it? Using a T shape, list a category that you want to compare or contrast about a specific topic or topics. Do this for a variety of categories. Paris, France and Paris Texas location Europe Northern France North America Northern Texas

S POKE DIAGRAM What is it? Write the topic in a circle. Then think of about causes and effects. Write these around the circle like spokes on a wheel.

G ROUP WORK ( 5-10 MINS H.O.1) Choose any topic you’d like to work on. Use the “E-cluster” graphic organizer to brainstorm about the topic.

M ORNING T EA / S ALAH 15 minutes to recharge batteries

D EBATE (5 MINUTES ) Warm -up - Ask trainees: Who is better in teaching men or women? What do you think? - Let’s discuss the matter as a debate. - After they finish, let them judge the debate using the rubric.

W HAT IS DEBATE ? Watch the video. Answer the following questions? What is the debate? What is the structure of the debate?

W HY DEBATE ? Debate activities... Develop students’ creative ability, logic, teamwork, and critical thinking skills. Are interesting and engaging for students. Involve all students regardless of level. Improve students’ self-confidence.

S TRUCTURE OF DEBATE Opening Statements (1 minute) Introduction of the team and tell what you are going to argue during the debate. Oral Arguments (2-3 minutes) present the evidence that proves your position is correct. This argument should be very factual and persuasive. Rebuttal Arguments (1 minute) Presentment of counter evidence that shows: false or weak points in the opposition’s argument. Cross Examinations (1 minute) As each team finishes its rebuttal, the other team has time to ask questions about the evidence presented. Closing Arguments (1 minute) Summarize the key points you presented.

E XPRESSING OPINIONS In my opinion... The way I see it,... I'm convinced that... I honestly feel that... I strongly believe that... Without a doubt,... As is widely known,... As everyone knows,...

E XPRESSING DISAGREEMENT I don't think that... Don't you think it would be better... I don't agree. I'd prefer... But what about... I'm afraid I don't agree... Frankly, I doubt if... Let's face it,... The truth of the matter is..., The problem with your point of view is that...

G IVING AND EXPLAINING REASONS The reason why... That's why... For this reason... That's the reason why... Many people think... Considering... Allowing for the fact that... When you consider that...

I NTRODUCE THE TOPIC Your topic should be controversial: there should be good arguments for both sides. The topic should be expressed as a statement. For instance: Science is the most important subject for students in today’s world. Students will be divided into two groups that will argue either the affirmative or the negative sides of this statement.

S TATEMENT : S CIENCE IS THE M OST I MPORTANT S UBJECT FOR S TUDENTS IN T ODAY ’ S W ORLD Affirmative position: Science is the most important subject for students in today’s world. Negative position: Science is not the most important subject for students in today’s world.

B RAINSTORMING A RGUMENTS AND C OUNTER -A RGUMENTS Give the students time to work as a group to come up with arguments to support both the affirmative and the negative statements.  They will need to know not only the strong arguments for their side, but also anticipate the other side’s arguments in order to refute them effectively.

B RAINSTORM... A CTIVITY What are your ideas? Work with your group to find strong affirmative and negative arguments.

W RAP - UP Draw conclusions from the debate. Which arguments were strong? Which were weak? Was it easy to refute the other team’s argument? Did your personal opinion about this issue change because of the debate? The teacher could assign a home task connected with the debate. For instance:  Summarize the debate over this issue, including the affirmative and negative arguments.  Write a paper on your thoughts about this issue. Do you agree with the affirmative or the negative side? Did you learn anything or change your opinion because of the debate?

H OW TO HOLD A CLASS DEBATE ? 1. Before the debate(s): give students the topic(s) to be covered. 2. Have students choose which debates they prefer to participate. 3. Make a debate group consisting of two students or three for each side of your debate: pro (affirmative) and con (negative).

H OW TO HOLD A CLASS DEBATE ? 1. On the day of the debate, give students in the 'audience' a blank rubric. 2. Opening statement: begin the debate with the pro side speaking first. Allow them 5 -7 min. all members must participate equally. 3. Repeat step number 2 for the con side. 4. Rebuttal: Give both sides about 3 min to prepare for their rebuttal. 5. Begin the rebuttals with the con side and give them 3 min to speak. 6. Repeat step number 5 for the pro side. 7. Closing statement: begin with the pro side speaking first. Allow them 2-3 min. 8. Repeat step number 7 for the con side. 9. Evaluate the debate using rubrics.

Y OUR TURN - ACTIVITY Sit in groups according to your subject. Debate topics: Generating electricity using nuclear energy. Global warming Stem cell research You have to do: 1. Prepare your arguments. 2. Male groups (affirmative) 3. Female groups (negative)

A CTIVITY – JUDGING THE DEBATE Judges will take turn to judge the debate using the same rubric they used in the beginning. Take a look at the rubric you filled in at the beginning. What do you think? Is there any difference between the two debates? Collect feedbacks.

T HANK YOU Do not forget to fill in your reflections!