Debating (DBT)
Description
Debating is a structured way of exploring the range of
views over an issue. It helps to promote collaboration and develop research
skills, as well as assisting in the development of an argument. Students learn
to develop understanding of a basic principle of democracy - that opposing
arguments should be presented in order to develop understanding of an issue and
also develop contextual understanding by exploring a variety of views.
Procedure
Topic: Brain storm topics and get the students to present
them as statements with a strong and clear point of view e.g. Capital punishment would solve the crime problem, Jobs are more
important than the environment
Debate Preparation: Divide the class into teams of 6, three for the motion and three
against. Spare students can take on the roles of time keeper, adjudicator, chairperson. Allow sufficient preparation
time.
The Debate: The debate is introduced in a formal way by the
chairperson. Affirmative 1 speaks
first, Negative 1 second, Affirmative 2 third until the final
speaker Negative 3.
To start it is best if the students debate their own point of view. As the group gets more experienced it is worth negotiating many of the 'rules'. Each speaker talks for an agreed time - this would vary according to experience and age.
For each team:
Speaker 1 Introduce topic, team's
argument and team. Speaker 1 in negative can rebut.
Speaker 2 Rebuttal
and continue team's case
Speaker 3 Rebuttal
and summary of team's case
Judging: Judging is to be equally divided between: (out of 10)
Matter The Content Manner How they said it Method How well the team worked
Link to Outcomes: Students
use language to understand, develop and communicate ideas and information and
interact with others.
Dynamic Strategies: Application/Production
Thinking Skills: Social
skills in working with others, Contextual understanding, Speaking and
listening, Research skills
Tips:
Adapted from Tasmanian Education Department,
Use brief, three minute
debates to practise the skills with less experienced or reluctant students.
Students work in groups of four for each topic. Each side has one presenter and
one coach to assist in preparation. Preparation time is brief, a maximum of
five minutes to start with. One side presents an argument followed by the other
side and then the class votes on the winning argument through a show of hands.