Guide
Name
Debate/Team Deliberation/Mini-Controversies/Informal Debates
Description
Mini-controversies and informal debates are discussion strategies that prepare students for more formal debating. In team deliberation there are no winners or losers as students work towards consensus decision making. Debate is about argument and persuasion. Students try to prove that their arguments are more convincing than those on the other side of the proposition. Debate and team deliberation engage students with issues and help them develop critical thinking and presentation skills as they exercise reasoning, logic, clarity, organization, persuasion, and collaborative learning. Debate and team deliberation encourages the consideration of diverse perspectives as students learn to think for themselves when challenged in a fair-minded discussion. Students use facts and evidence rather than emotion to support their points. Advance preparation and the ability to examine a question critically from both affirmative and negative points of view are important skills in debate and team deliberation. Through the process of debating and team deliberation, students become more respectful of ideas and opinions different from their own. Resources: Authentic Scenario Sample support/ela/6/authscen/authscen TI An Observation Checklist for Speaking and Listening Skills blm/ela/g/elablm95 TBLM Getting My Point Across blm/ela/g/elablm9 SBLM Persuasive Paragraphs blm/ela/6/grade6p302b SBLM Team Deliberation supportela/g/6-1-1n_team deliberation TI
Purposes Specific Learning Outcomes LICT Descriptors How To Do
Related Information
- Students choose a topic that presents a controversy or particular point of view. Students decide which side they will choose and then prepare at least three supporting arguments. Students may represent their arguments on chart paper, using pictures and symbols only, and then share their representations with the class using the following format: The group spokesperson shares the original question. The group shows their representation without speaking or explaining. The audience responds by viewing the representation and examining the symbols and pictures. They ask questions and make comments in an effort to discover which side of the argument is being represented and to identify the specific arguments being used. Group members may respond to audience questions and comments. Group members then explain any symbolism that the audience has not recognized. Note: Make sure that there is plenty of time for audience response before allowing the group to explain. Discuss the processes the groups used in constructing and representing their arguments. Peer reflections about the clarity of presentation may also be part of the discussions. Examples of topics for mini-controversies; "Do you prefer rock music or country music?" "Should young offenders who commit violent crimes be moved to adult court?" "Would you rather get money or a present for your birthday?" Discussion link to file Public speaking- link to file Speeches- link to file
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Guide
Variations
Consensus Decision Making link to file Point of view- link to file
Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., What does a quality speech look/sound like? Why?) Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Model, guide, and offer time to practise writing and presenting information/argument. Observe students' growing competence to determine need for strategic instruction and further modeling of specific techniques. Offer descriptive feedback on presentation and delivery based on criteria/goals.Record focused observations on the accuracy and completeness of the information, as well the effective application of information in constructing arguments. Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI Guide self- and peer assessment using a Met/Developing/Not-Yet-Met strategy.Link to Met/Not-Yet-MetSelf-Assessment link to file Orally guide/facilitate reflection in journals or with the Reflection Metacognition Y-chart. Reflection link to file Self-Assessment link to file Reflection Metacognition blm/ela/g/blm_1 SBLM
References Keywords
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