1. Class poll
Go to and use the code

2.
Classroom Debates

3. 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.

4. 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!

5. 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:

6. 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

7. 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

8. 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

9. 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

10. 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.

11. 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.

12. 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.

13. 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

14. 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.

15. 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.

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

17. 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.

18. Questions?