Debating

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Debating

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

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