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Science Curriculum Standards Proficient Level Secondary “Teachers’ Presentation”

Science Curriculum Standards Proficient Level Secondary “Teachers’ Presentation” Workshop10 : 28/5/2011. AGENDA. Shared Expertise. What is the debate?. Watch the video. http://vimeo.com/2665998 Answer the following questions? What is the debate? What is the structure of the debate?.

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Science Curriculum Standards Proficient Level Secondary “Teachers’ Presentation”

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  1. Science Curriculum StandardsProficient Level Secondary • “Teachers’ Presentation” • Workshop10: 28/5/2011

  2. AGENDA

  3. Shared Expertise

  4. What is the debate? Watch the video. http://vimeo.com/2665998 Answer the following questions? • What is the debate? • What is the structure of the debate?

  5. Why Debate? Debate activities... • Develop students’ creative ability, logic, teamwork, and critical thinking skills. • Are interesting and engaging for students. • Involve all students regardless of level. • Improve students’ self-confidence.

  6. Structure of debate: • Opening Statements (1 minute) Introduction of the team and tell what you are going to argue during the debate. • Oral Arguments (2-3 minutes) present the evidence that proves your position is correct. This argument should be very factual and persuasive. • Rebuttal Arguments (1 minute) Presentment of counter evidence that shows: false or weak points in the opposition’s argument. • Cross Examinations (1 minute) As each team finishes its rebuttal, the other team has time to ask questions about the evidence presented. • Closing Arguments (1 minute) Summarize the key points you presented.

  7. In my opinion... The way I see it,... I'm convinced that... I honestly feel that... I strongly believe that... Without a doubt,... As is widely known,... As everyone knows,... Expressing Opinion

  8. I don't think that... Don't you think it would be better... I don't agree. I'd prefer... But what about... I'm afraid I don't agree... Frankly, I doubt if... Let's face it,... The truth of the matter is..., The problem with your point of view is that... Expressing Disagreement

  9. The reason why... That's why... For this reason... That's the reason why... Many people think... Considering... Allowing for the fact that... When you consider that... Giving and Explaining Reasons

  10. Introduce the Topic • Your topic should be controversial: there should be good arguments for both sides. • The topic should be expressed as a statement. For instance: • Science is the most important subject for students in today’s world. • Students will be divided into two groups that will argue either the affirmative or the negative sides of this statement.

  11. Affirmative position: Science is the most important subject for students in today’s world. Negative position: Science is not the most important subject for students in today’s world. Statement: Science is the Most Important Subject for Students in Today’s World

  12. Brainstorming Arguments and Counter-Arguments • Give the students time to work as a group to come up with arguments to support both the affirmative and the negative statements. They will need to know not only the strong arguments for their side, but also anticipate the other side’s arguments in order to refute them effectively.

  13. Brainstorm... What are your ideas? Work with your group to find strong affirmative and negative arguments.

  14. Affirmative Negative Sample Arguments

  15. Wrap-Up • Draw conclusions from the debate. Which arguments were strong? Which were weak? Was it easy to refute the other team’s argument? Did your personal opinion about this issue change because of the debate? • The teacher could assign a home task connected with the debate. For instance: Summarize the debate over this issue, including the affirmative and negative arguments. Write a paper on your thoughts about this issue. Do you agree with the affirmative or the negative side? Did you learn anything or change your opinion because of the debate?

  16. How To Hold a Class Debate • Before the debate(s): give students the topic(s) to be covered. • Have students choose which debates they prefer to participate. • Make a debate group consisting of two students or three for each side of your debate: pro (affirmative) and con (negative).

  17. How To Hold a Class Debate • On the day of the debate, give students in the 'audience' a blank rubric. • Opening statement: begin the debate with the pro side speaking first. Allow them 5 -7 min. all members must participate equally. • Repeat step number 2 for the con side. • Rebuttal: Give both sides about 3 min to prepare for their rebuttal. • Begin the rebuttals with the con side and give them 3 min to speak. • Repeat step number 5 for the pro side. • Closing statement: begin with the pro side speaking first. Allow them 2-3 min. • Repeat step number 7 for the con side. • Evaluate the debate using rubrics.

  18. Your Turn • Sit in groups according to your subject . Debate topics: • Generating electricity using nuclear energy. • Global warming • Stem cell research You have to do: • Prepare your arguments. • Male groups (affirmative) • Female groups (negative)

  19. Secondary Proficient in Wikisapce http://secondaryproficient2011.wikispaces.com/

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