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  • 1. Debating
    Presented to Dr. Lou
    ELRC 7505
    Trish Baudoin and Tom Eldringhoff
  • 2. Purpose
    Cross Curriculum unit for Senior English and Philosophy Course.
    Instruct students on how to debate a topic using research supported evidence
    English Course
    research
    brief writing
    Philosophy Course
    defining debating
    arguing using Rationale
  • 3. Target Learners
    Seniors in high school planning to attend college.
    Students are in a college prep atmosphere (AP courses or college prep school) and are serious about their studies.
    Comfortable with technology
    Highly motivated to learn by their desire to be prepared when they enter into the collegiate atmosphere.
    Challenging material helps these students excel, whereas, easier material sometimes gets a lack of effort because of its lack of challenge.
  • 4. Unit Description
    Debating Unit broken into four Modules
    Debating Defined
    Research
    Brief Writing
    Arguing Using Rationale
  • 5. Student Issues
    Difficulty with the research portion of debating
    Trouble locating good sources and properly citing their evidence
    Having evidence to back up their arguments
    Want to just give a blanket statement
    Attitude that “It’s my opinion” is sufficient justification for a claim.
  • 6. Objectives
    The student will gain knowledge of debating and be able to explain what it is.
    The student will be able to understand what makes a good debate.
    The student will be able to locate good resources and information.
    The student will be able to take notes and cite research information.
    The student will be able to debate a topic given by the teacher using the program Rationale.
    The student will be able to interpret evidence, identify salient arguments, analyze alternative points of view, draw conclusions, and justify key results and procedures.
  • 7. Key Standards (Louisiana GLEs)
    (English)
    14. Develop complex compositions, essays, and reports.
    15. Develop complex compositions on student- or teacher-selected topics that are suited to an
          identified audience and purpose.
    16. Develop complex compositions using writing processes.
    17. Use the various modes to write complex compositions.
    19. Extend development of individual writing style.
    25. Use Standard English grammar, diction, and syntax when speaking in formal presentations
          and informal group discussions.
    26. Select language appropriate to specific purposes and audiences for speaking.
    29. Deliver presentations that include delivery techniques.
    34. Select and critique relevant information for a research project.
    35. Locate, analyze, and synthesize information from a variety of complex resources.
    37. Access information and conduct research using various grade-appropriate data-gathering
          strategies/tools.
    39. Use word processing and/or technology to draft, revise, and publish various works.
    40. Use selected style guides to produce complex reports that include credit for sources.
     
    (Philosophy)
    1. Accurately interpret evidence, statements, graphics, questions, etc.
    2. Identifies the salient arguments (reasons and claims) pro and con.
    3. Thoughtfully analyzes and evaluates major alternative points of view.
    4. Draws warranted, judicious, non-fallacious conclusions.
    5. Justifies key results and procedures, explains assumptions and reasons.
    6. Fair-mindedly follows where evidence and reasons lead.
    7. Identifies fallacious reasoning by fallacy name, “straw man,” “false dilemma” etc.
  • 8. Design Strategies
    Set up Unit in a Wiki
    Home Page allows access to each Module
    SideBar allows navigation through the site
    Each lesson links to the next lesson
    Student Folders set up to turn in graded work
  • 9. Tools Used
    YouTube Videos
    Original Videos
    Noodle Tools
    Adobe Captivate
    Rationale
    Power Point (SlideShare)
    Google Docs (Form)
    RubiStar
  • 10. Strategies
    Signaling
    Rationale
    Redundancy : videos, slide (parts of a brief)
    Pre-Training: Rationale Captivate
    Personalization, and Debate videos (see “Redundancy” above).
    Coherence:
    Slides removed excess words
    Segmenting:
    Wiki use, with links to lessons, allows user pacing
    Modality: throughout Captivate demos
    Personalization: Use of “you” and informal voice in Captivate and student created videos.
  • 11. Product
    www.debate101.pbworks.com
  • 12. Evaluations
    Quizzes
    Activities
    Research Skills – citations and notecards
    Brief
    Argument Map
  • 13. Future Development
    List of possible debate topics
    Produce videos of students taking the course debating a topic.
    Create interactive voting by comment while watching a debate.
    Better pre-training quizzes.
    Create video argumentation that can be used to lobby government officials about a topic important to students.
    Create an assignment that has students create a debating form for rating a debater’s performance.
  • 14. Conclusion
    Strengths
    Access to information anytime and anywhere with internet access
    Not limited to just classroom time with a teacher
    Uses dual channels
    Move at own pace
    Can go back and look at previous information
    Wiki is fun to digital natives
    Limitations
    Access to technology
    Access to information