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Mini-Debates This
is great on a day of good weather because pairs and fours can work
outside, thus allowing people actually to hear each other.
This
exercise should be based on one reading which the students have just
completed or on a pair or series of readings all of which are about ONE
topic. It is helpful in this exercise to make pairs by numbering off,
possibly in fours (the reason will become evident later). Best friends
are sometimes less willing to totally disagree with each other.
[You
can also make your pairs by doing the line-up-across-the-room exercise,
with people standing in a position according to one issue. Example:
Children who commit a felony with a gun should be tried as adults.
Agree--------------------------------------------------------------------Disagree
Then after numbering across the room (1-26), 1 goes with 14, 2 goes with 15, etc.]
BEFORE
YOU BEGIN: Be sure to model what you are hoping will happen in a 3-5
minute mini-mini-debate. For LART teachers, this is a great chance to
have two teachers with opposite points on view on something (ie.
Objective quizzes vs. essay quizzes). Show them that you begin by
taking the OPPOSITE of your own point of view and then defend it with
one reason, one or two supporting points, a short rebuttal of your
partner, and then a concession.
Now, students in each pair MUST
take opposite positions on the topic. Remind the students that this
may be a chance for some dialectical thinking on their part if they
have to take a position with which they don’t fully or even partially
concur. Ask them to develop at least TWO reasons IN FAVOR OF that
position or TWO reasons AGAINST that position, with each reason
supported by some piece of evidence, such as a line from the reading, a
personal experience, or an example from film or TV.
Now force
them to debate against each other for about four or five minutes.
First, each person should explain her/ his position and then, after
listening to the other side and summarizing it, explain to the other
person exactly why that position is incorrect, giving a piece of
supportive evidence, if possible.
Outline [though you can do this more informally with good results]:
A gives one reason and support
B gives one reason and support
A summarizes B’s point & explains why B is incorrect
B summarizes A’s point & explains why A is incorrect
A gives second reason and support
B gives second reason and support
A summarizes B’s point & explains why B is incorrect
B summarizes A’s point & explains why A is incorrect
!!!Now direct students to CONCEDE some point to the opposition in a friendly fashion.
Now
make FOURS out of the PAIRS. People on the same “side” will work
together. Give the teams time to work together and ask them to
consolidate their points into a maximum of THREE major points.
Now
repeat the debate format, only with delineated roles: One person in the
pair opens and her / his partner rebuts. Then the partner explains a
point and the first speaker on the team rebuts. If there is a third
point, they continue. Both make a concession.
If you have time,
take a break and then continue on with EIGHTS. Have a class discussion
afterwards in which you discuss the very best points made. Explain why
a concession gives credibility because it shows fairness and openness.
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