Debate

Using debates in the classroom provide students the opportunity to work in a collaborative and cooperative group setting. By having students discuss and organize their points of view for one side of an argument they are able to discover new information and put knowledge into action. Classroom debates help students learn through friendly competition, examine controversial topics and “strengthen skills in the areas of leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation” 

Debate Format

Teams work well for classroom debates but two students can be paired as well. Adapt the following format to fit your specific goals and objectives. Adding a third, shorter round will allow teams to further defend their arguments.

Alternatively, have all students prepare both a pro and con position for a designated class session. During this class period two teams are randomly selected who will then state their arguments. The other students will contribute differing remarks and suggestions for a more active and well-prepared class discussion; two teams are randomly selected who will then state their arguments.

Round One

1. Team One - 10 Minutes - Presentation of "Pro/positive" or "Arguments for" 
2. Team Two - 10 Minutes - Presentation of "Con/negative" or "Arguments against"

Team Discussion Period

5 Minutes

This period is used for teams to prepare their responses

Round Two

1. Team One - 5 Minutes - Response or rebuttal of "Pro/positive" or "Arguments for" 
2. Team Two - 5 Minutes - Response or rebuttal of "Con/negative" or "Arguments against" 

To determine which team provided the most convincing arguments. A vote can be taken or a more detailed evaluation form can be used to assess each team. (10-15 minutes)

Using debates in the classroom provides students the opportunity to explore real-world topics and issues. Debates also engage students through self reflection and encourage them to learn from their peers. Finally, debates prepare students to be more comfortable engaging in dialogue related to their beliefs as well as their areas of study.