Classroom Debates: resources for teachers

This document contains some practical ideas, which have been used to run formal debates in a secondary school. If you want any more information, or have questions, tweet Talk for Bradford at @talkforbradford

The document contains information for teachers on how to structure the session, sources of more information and handouts for students.

  1. Simple steps to a classroom debate (p.2)
  2. Refugee week debate, June 2013: step-by-step (p.3-4)
  3. Speed debating rules + Debate procedures (p.5)
  4. How to structure your opening speeches (p.6
  5. Form to summarise the arguments (p.7)
  6. Evaluation form (p.8)

Useful links:

Simple steps to a classroom debate

a)As the class enter give each student a number 1 or 2 (one will be for the motion; two against)

b)Show the class the motion [make it a statement with two possible sides] e.g ‘We should have an open border policy for migrants’

c)As a class, mind map ideas for both sides [be prepared to add ideas that you want pupils to consider]

d)Then pupils focus on their side – based on their number – and chose the 3 MAIN arguments for their side of the debate. They flesh these out further and consider evidence that supports their ideas.

e)Pupils then work out what the other side may say to counter their main points, and how they will combat these arguments

f)In pairs they write a speech

g)Now perform:

h)Choose pupils to give their speeches – they have no more than 2mins. When they are speaking, no one can interrupt.

i)Whilst they are making their speech – the others jot down possible questions or points against them.

j)The teacher (or an able pupil) acts as chair and ensure no one speaks over each other, they then field questions (only allow 3 questions). Allow all 3 questions to be asked, then give the pair 1 minute to respond to what they can!

Refugee Week debate, June 2013

Step-by-step

  1. There were students from two school present, so the groups were mixed up by giving everyone a number from 1 to 3, to form three mixed groups.
  1. Groups were given two minutes to define the terms asylum seeker and refugee, recording ideas on a flip chart. Answers were shared and a best definition chosen.
  1. One member of each group was asked to come out and given 5 seconds to look at a complex picture on an i-pad. (For an example of the type of picture that can be used see the file Debates–ideas for quick starters in the attachments section.)
  1. Students return to their team and start to draw the picture they have seen on a flip-chart. Other members of the group then have 5 seconds to look at the picture and then draw in more details on the flip-chart.
  1. Group members nominate a spokesperson who articulates how they approached the task. The groups are marked on how well the spokesperson articulated the approach to the task.
  1. Give out briefing information for the motion – We should have an open borders policy for migrants. Briefing information is available from Debating Matters – website adress above.
  1. Using the briefing information, groups have 10 minutes to summarise the arguments for and against, on a flipchart.
  1. The teacher ensures that the groups consider the issue from a range of perspectives, including:

Morality

Refugees / Asylum seekers

Crime rates

Social problems

  1. Students are divided into Proposition and Opposition and given 20 minutes to develop their speeches.
  1. Two students are chosen from the Proposition and Opposition teams.
  1. The debate is held in the order:

Proposition – Speaker 1

Opposition – Speaker 1

Proposition – Speaker 2

Opposition - Speaker 2

  1. Questions are taken from the floor and rersponses given by the Proposition and Opposition team, as appropriate.
  1. The audience votes on the motion.
  1. Feedback is given to individual speakers.

Speed Debating Rules

  • Debates expected to last about 15 minutes in total
  • Teams of 2 tackle a motion
  • The first 1 minute of any speakers’ time is PROTECTED – this means no one is allowed to offer points of information
  • Points of information must be offered when stood up, after declaring ‘Point of information’. The speaker decides if they want to accept and respond to the POI

Debate Procedures

  • Pro (proposition) side opens (2 min)
  • Against (opposition) side opens (2 min)
  • Pro side offers rebuttal / extends opening position (2 min)
  • Against side replies / extends opening position (2 min)
  • Pro side provides summary (1 min)
  • Against side provides summary (1 min)
  • Judges ask questions (limit of 3 to each team)
  • Audience asks questions (limit of 4 in total)
  • Judges vote / audience vote
  • Feedback and results announced

How to structure your opening speeches

1)Define what you are going to debate about

2)Outline what you are going to say [we will outline 3 main arguments. We will argue that ...]

3)Go through each argument one at a time [make sure you signpost with connectives etc]

For each point:

  • Tell us what it is
  • Back it up with a fact
  • Consider giving an example, anecdote or analogy to help demonstrate that idea

4)Summarise what you have said

Here are some of my ideas- sort them. Link them to one of your points (or use them to create different ones) and then expand on them from there – Make sure you know what I am trying to say/get you to think:

As Gandhi said ‘an eye for an eye would make the whole world blind’ so is revenge useful?

Shylock has been persecuted for so long, if they treat him like a dog why should he act like a compassionate human being?

Forgiveness is one of the major teachings of the Jewish faith

Shylock is blinded by his revenge and placing it above all things, even Jessica.

His reasons do not outweigh the immorality of plotting to harm, or even kill someone.

Form to summarise the arguments
The main arguments for our side of the debate / The main arguments they may say against us / How we will defeat their counter arguments (our answer back)

Their argument is good because ______

However, ours is better because ______

Rebuttal we can offer ______

Evaluation

1)I enjoyed the experience

Strongly disagree Strongly agree

2)I had the opportunity to enhance my Speaking and Listening Skills

Strongly disagree Strongly agree

3)Tick which of the following you were able to demonstrate throughout the session

  • Independence
  • Higher order thinking
  • Time management
  • Creative thinking
  • Collaboration
  • Ability to express myself clearly

4)What would make future projects like this even better?

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