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Debate

Bits and pieces for educational purposes

Generated by the project team in 2021

Erasmus+ school project “May ICT be with you”

CC BY-NC-SA 2.0

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Benefits:

  • an art of persuasion;
  • a form of public discussion;
  • rational and strong arguments;
  • sound decision-making;
  • self-confidence;
  • higher-order and critical thinking skills;
  • analytical and research capabilities.

Source: Murniati Abu Karim (The art of debating, Oxford style)

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Different styles of debate

  • Oxford style
  • Full class style
  • Town hall style
  • Chain debate style
  • Spar style

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Team arrangement:

  • teams set before the debating day;
  • randomly selected teams before the debate;
  • randomly selected teams on the day of the debate;
  • students placed on the side where they either agree or disagree with the proposition put forward.

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Preparation:

  • providing a reading base for debaters;
  • researching and thinking about both sides of the proposition; and
  • phrasing questions to the other side.

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Timekeeping

Top tips

  • Listen to the chairperson.
  • Do not interrupt others.
  • Keep your answers short and sharp.
  • Be engaged and ask questions about your opponent’s points.
  • Do not touch anyone.
  • Try to be dispassionate.
  • Do not speak over others.

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Proposition

  • a statement that affirms or denies something;
  • also known as a motion of the debate;
  • origins from the Latin "to set forth"

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Based on facts

These are questions generally true in nature, but not clear as to what extent. For example:

  • Computers can replicate human intelligence.
  • The United States is engaged in cyber warfare.
  • Global warming is a problem.

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Based on values

These propositions are based on moral, religious, and ethical issues. They are dealing with the worth that an idea brings. For example:

  • Equality is more important than liberty.
  • Democracy is overvalued.
  • Immigration is a burden to the education system.

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Based on policy

These are debates which focus on ‘problems and solutions’ or ‘how to’. For example:

  • Human trafficking can be reduced and stopped.
  • How can we protect the internet as a place for freedom of speech?
  • What policies should social media companies have to protect user data?

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Suitable debates for school

A selection for a CLIL classroom

  • Full-class debate
  • Three-question debate
  • Chain debate

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Full class debate

A SINGLE TOPIC

Preparation

Opening (Team A)

Opening (Team B)

Rebuttal (A)

Rebuttal (B)

Closing (A)

Closing (B)

Plenary

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Three-question debate

THREE QUESTIONS TO A SINGLE TOPIC

Preparation

Main Points: Q1, Q2, Q3 (Team A)

Main Points: Q1, Q2, Q3 (Team B)

Rebuttal: Q1, Q2, Q3 (A)

Rebuttal: Q1, Q2, Q3 (B)

Plenary

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Chain debate

DIFFERENT TOPICS

Each debater:

        • presents a new supporting or opposing argument;
        • attacks an argument that has been presented;
        • defends an argument that has been attacked; and
        • extends an argument that has been presented.

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Web sources

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