Classroom Discussion and Debate

1. Classroom Discussion and Debate Mike, Matt, Chris, Jason, Bobby

2. Structured Activity Class talks about an issue Students present multiple viewpoints 6 kinds Take a Stand Issues/Values Continuum Future’s Wheel Discussion Fishbowl Structured Academic Controversy Electronic Threaded Discussion What is It?

3. Students must listen Students voicing multiple perpectives Must develop knowledge, understanding and/or judgment on matter Three Neccessities

4. How to Implement Discussion and Debate in the Classroom A Brief overview of a few methods.

5. This method allows students to hear other viewpoints Conversation in Taking a Stand is aimed and persuasion For this exercise, the class will be divided in half over an issue, with one half of the class in favor, and the other half opposed Teacher serves as a moderator in this method Method 1: Taking a Stand

6. Similar to taking a stand, students will be divided over a set issue. Differing however is that students will follow a set of rules for debate. These rules can vary based on how much time a student is given to speak and structuring turns. Students will also be given prep time before the debate, versus being launched right into it. Parliamentary procedure, Robert’s Rules of Orders, or any other set debate structure can be adapted easily for this method. Teacher will again act as a moderator. Method 2: Structured Debate

7. Electronic threaded discussions are carried out online. There is no order, students are given the ability to think out their arguments and write them on a forum on the internet. This method is great for internet classes, however it will not invoke or guarantee participation from all students in regular classes. Method 3: Electronic Threaded Discussions

8. This method is focused on decision making. Students are asked to come to a decision regarding an issue. In this method, students will examine possible outcomes and have to choose just one. This method is a good use of Opportunity Cost. The teacher will act as an introducer and a moderator. Method 4: The Future’s Wheel

9. This is a visual form of discussion The teacher will draw a line across with points ranging from strongly agree to strongly disagree. An issue, for example, such as gun control will be written above the board. Students will go up to the board and write their name on the line where they feel they fit in Students will then explain why they chose that location on the agree/disagree line. Method 5: The Issues-Values Continuum

10. Why is it Useful?

11. Fosters Critical Thinking • Future Wheel • Students forced to look at issues, come up with solutions, and what effect those solutions will have • Taking a stand • Could have to come up with arguments for position they don’t agree with • Students have to think about why they support a certain side and come up with reasoning

12. Participation and Interaction With Others • Fishbowl • Can limit number of times someone can speak • Many of the different types involved students interacting with each other • Taking a Stand • Fishbowl • Structured academic controversy

13. Appropriate situations/topics for classroom discussion • Appropriate situations • Beginning a new unit or lesson plan • Classroom curriculum that feeds off discussion topics. • Appropriate topics • Non-personal issues • Foreign policy • Human rights

14. Outcomes for Appropriate Classroom Discussion • Increased awareness/knowledge of a topic. • Introduction for a new lesson or unit. • Students become exposed to alternative perspectives.

15. Things to avoid when planning a classroom discussion/debate • Picking a topic that can focus on personal issues • Family Economic • Racial Issues • Religious Beliefs

16. Behaviors to avoid during the debate • Students getting personal • Name-Calling • Using private information • Improper classroom etiquette

17. Outcomes of the discussion/debate that we are trying to avoid • Creating animosity between students • Allowing one student to dominate others • Deflating a student's confidence