3. WHAT STUDENTS LEARN
FROM DEBATE AND DIALOGUE ACTIVITIES
CONCEPTS OF DEMOCRACY
• In a democracy, the key issue is that the majority
rules, but minority rights are protected. Everyone
has the right to speak and be heard.
• Everyone has equal rights and responsibilities for
decision-making.
• All citizens must be equipped to deal in the
“marketplace of ideas.”
4. CONCEPTS OF APPROPRIATE BEHAVIOR
• To effectively protect everyone’s right to
speak and be heard, rules must be followed.
• To participate effectively in debate, students
must restrain their impulses.
• The person who facilitates the debate or
dialogue must remain neutral.
• To listen effectively, students must attend to
the speaker, refraining from side
conversations and commentary.
5. “YES, BUT...YES, AND”
TOPICS:
This activity can be used in several curricular areas
Examples...
current events:
• gun ownership is guaranteed by the constitution
• abortion clinics should be illegal
• drug laws are equitably enforced
• as commander-in-chief, the president should have sole power to declare war
historical events:
• dropping of the atomic bomb on Hiroshima and Nagasaki was justified
• Manifest Destiny was a resonable expectation for the time
literary concepts
• the theme of H u c k F i n n is man’s inhumanity to man
• censorship of literature is justified
• Romeo and Juliet are victims of fate
6. PROCEDURE:
“Yes, BUT...”
• First appoint or ask for a volunteer to present a controversial current event or
issue. The subject would be the choice of the speaker. The person goes to the
front of the room and says, for example: “ An abortion doctor was shot in front of
a clinic last night. All protesters should be banned from picketing clinics.” This
person is then in charge of calling on the people who want to respond.
• A respondent from the audience will raise his or her hand and after being called
upon, will reply...”Yes, but…” and present his or her opposing view. The person
usually stands by his/her desk.
• The next student responds to the previous students, and so on until it seems that
all points have been brought out .
• Once an issue has been exhausted, the first student reclaims his or her seat, and
another student takes over the activity by introducing his or her subject.
• This can go on for as long as you wish. It usually works best, however, if kept to a
limited amount of time (15-20 min.) It works well for either on Mondays to get
the week going or on Fridays for a wrap up
• Students can be required to bring in newspapers or magazine articles—which
allows more current, viable information to be brought into the discussion.
7. “Yes, AND...”
• Eventually, someone in the class will realize that all of the opposing
arguments have been given and he/she wants to add something to
emphasize one side or the other. When they ask how to do this,
suggest that they say: “yes, and...” and then continue to give
information which will reinforce the argument.
• ”Yes, and...” is also a good tool to use when the topic is informational.
Examples...
current events:
• the effects child abuse
historical events:
• the causes of the Civil War
literary concepts
• Holden Caulfield contemplates suicide for a variety of reasons.
8. FOUR-STEP REFUTATION
STEP 1: “They say….”
STEP 2: “But I disagree…”
STEP 3: “Because…”
STEP 4: “Therefore…”
Speaker 1: Bananas are better than oranges because they contain more
potassium.
Speaker 2: Speaker 1 says that bananas are better than oranges, but I
disagree. Oranges are better than bananas because they contain more
vitamin C. Therefore, you should prefer oranges because while many
foods in an ordinary diet contain potassium, few contain an appreciable
amount of vitamin C. It is more important to eat oranges whenever
possible than it is to eat bananas.
Hint - Investigate which is more important to the long-term strength and
health of the body – Vitamin C or potassium. This could be just the
information you need to set the hook!
9. Spontaneous Argumentation
FORMAT
Two students are selected. They speak from the front of the
room. One student will debate the Affirmative,
supporting the topic and the other student will debate the
Negative, opposing the topic. The sides are assigned in a
random manner. The students are given the topic and
both look at it for one minute. The debate progresses
using the following format:
Affirmative Opening.............................. One Minute
Negative Opening .................................. One Minute
*Unstructured Argumentation............... Three Minutes
Negative Closing .................................... One Minute
Affirmative Closing.................................One Minute
10. TOPICS
Topics should be drawn from classroom instruction. They
should be statements that reasonable people may agree or
disagree with. Topics should NOT be questions.
11. Examples
Math (Integrated): Resolved: Tables convey better
information than graphs.
Math (Algebra): Resolved: Solving quadratic
equations using the quadratic formula is easier than
factoring.
Biology: Resolved: Who a person is can be
determined by his genetic makeup.
Physics: Resolved: The theory of relativity is a
special case of some other more advanced theory
that hasn’t yet been discovered.
12. U.S. History: Resolved: The writers of the Constitution should have
outlawed slavery.
European History: Resolved: WW II was caused by WW I.
English: Resolved: Owen Meany should have avoided his destiny,
not embraced it.
Physical Education: Resolved: Perfecting skills that you are best at is
more effective than improving those you are weak at.
Art History: Resolved: There is an objective way do determine what
is art.
Visual Art: Resolved: Water colors are more expressive than oil.
Computer Science: Resolved: Ease of use is more important than
sheer computing power.
Music: Resolved: Atonal music has inherently less value than tonal
music.
13. Training Games
1. If I Ruled The World...
2. I Couldn’t Disagree More...
3. POI Game.
4. Balloon Debate.
5. Complete The Sentence.
6. Botticelli.
7. The Return of Doctor Who.
14. Philosophical Chairs
SUBJECT MATTER APPLICATION
In theory, learning happens when students use critical
thinking to resolve subsequent conflicts which arise
when presented with alternative perspectives, ideas
or contradictions to what they have previously
learned or believed. “Philosophical Chairs” is a
technique to allow students to critically think,
verbally ponder and logically write their beliefs.
15. PROCEDURE:
Students read, prior to coming to class, a
newspaper article, short story, essay or literary
selection, taking notes as they read; bring those
notes to class.
After reading and taking notes students are
presented with a second or third level
statement that will elicit thought and
discussion.
Teacher can provide a statement for the first
few discussions and may allow students to
collaborate to create future statements if so
desired. (Example statements follow)
16. PROCEDURE:
The chairs are placed in a horseshoe seating
arrangement, with the two ends longer than the back.
(see illustration) Students are told they will argue the
merits of the philosophical statement and that their
choice of seat during the discussion will illustrate their
position. If they agree with the statement, they should
sit on the right; if they disagree with the statement,
they should sit on the left, and, if they are “undecided,”
they should sit at the back of the horseshoe. They will
have the opportunity to move as their minds change.
Choose a student moderator whose job is to see that
everyone gets a chance to speak.
To gain full credit, a student must speak at least two
times.
17. TIPS FOR THE TASK MASTER
Set ground rules about the discussion before it
starts. (Sample rules follow)
Set a time limit for the discussion.
Require students to summarize the previous
speaker before they are allowed to present
their arguments.
Teacher should moderate the first and, if
needed, the second time.
18. TIPS FOR THE TASK MASTER
If any students have not read the material and taken
notes, have a section of the room where they must go
and cannot join the discussion until they have the notes.
They also cannot be full group members so a hot seat is
placed in the horseshoe to allow those members who
have finished their notes to make a statement and then
move out of the group. They cannot participate any
further. (This gives them partial credit for the
assignment, but full credit cannot be earned since they
came to class unprepared).
Moderator keeps track of students who have spoken and
the number of times they did so.
19. EVALUATION:
Students write a metacognitive reflection responding
to questions either related to the material read or to
the technique of “Philosophical Chairs”
22. Level Three Questions Will:
Apply a principle
Evaluate
Hypothesize
Imagine
Judge
Predict
Speculate
Level One should not be used in forming questions
for “Philosophical Chairs”. The debate will not flow
nor will there be the conflict needed to have
successful experience.
23. Topics for Discussion
1. Hypothesize whether most people care
enough about the environment to make
personal sacrifices to save it.
2. Infer the validity of the United States selling
arms to any foreign country.
3. Judge whether students should be able to
select their own teachers.
4. Determine whether children should ever be
physically punished.
5. Judge whether it was easier to grow up when
my parents were kids than it is for me now.
24. More Topics for Discussion
6. Speculate whether legalization of drugs
would result in less crime.
7. Determine whether any censorship of music
or art is wrong.
8. Evaluate whether rock music contributes to
a rebellious attitude in some teenagers.
9. Apply the principle that every student has
the opportunity to succeed in our school.
25. Rules of Engagement
Read the material for the debate and the opening
statement carefully; be sure you understand it
Listen to the person who is speaking
Understand the person’s point of view
Contribute your own thoughts, offering your reasons
as succinctly as possible
Respond to statements only, not to the personality of
the person giving it
Change your mind about the statement as new
information or reasoning is presented
26. Move to the opposite side or to the
undecided chairs as your thinking grows and
changes
Support the Mediator in maintaining order
and helping the discussion to progress
Reflect on the experience via the closing
activity or assignment
27.
28. Written Evaluation Sheet
Please respond candidly and specifically to the
following questions:
1. What was the most frustrating portion of the exercise?
2. What was the most successful portion of the exercise?
3. What was said that caused you to change your seat, or
what was said that caused you not to change your seat?
4. What conclusions can you draw about how you form
your beliefs?
5. What conclusion can you draw about the nature of
forming beliefs as it might relate to this activity?
29. Many Sides:
Debate Across the Curriculum
“As educators we shape the future. Every time we
expand the critical advocacy skills of our students
while at the same time involving them in a more
serious consideration of the subject matter at hand,
we make a positive contribution to that future. Our
advocacy of debate as a method recognizes that the
knowledge and information landscape of the 21st
century calls for new critical methods and a new
approach to education. We do not believe debate is
the only way to approach this daunting challenge,
but we strongly believe it is a powerful tool for
creating a better world.” Alfred Snider
30. Many Sides:
Debate Across the Curriculum
“Debate teaches vital skills—confidence in ideas as well
as effective research, preparation, and
communication skills. These are all concepts that
build on one another and create a foundation that
will serve students for the rest of their lives.
Involving students in a debate does much more than
get them excited about the subject; it also provides
them with the tools they need to succeed in many
different areas.” Alfred Snider
31. IDEA EXCHANGE VILNIUS
April 15-17 2011
http://www.idebate.org/ideaexchange2011/en/
http://www.idebate.org/ideaexchange2011/ru/
