My school has an extremely rich oral language programme. Junior classes are assessed on prepared reading, formal speaking and impromptu speaking over three terms. And no, they don’t exactly love it. Last year we opted to introduce debating to the Year 9 programme to spice things up a little. We generally do this right after or right before formal writing so have found it really helps with forming and justifying opinions.
My Year 9s have been under the pump somewhat so our debating unit is being condensed down to just two lessons, 1 prep session and 2 for assessing this year (too many interruption in an already short term). Given that impromptu speaking is a nightmare scenario for some and ,even those who profess to loving it (because they love arguing!) often have to be guided towards the nuances of structuring a logical argument!
The first introductory lesson was simply to introduce them to debating concepts, watching clips of our junior debaters at the Dunedin Schools Debating Competition while applying concepts (so using pause and asking – what is the moot? Are they affirmative or negative? What is the team line? What are their main points etc). I also love this downloadable powerpoint which uses building a house as a metaphor for debating.
I came across this awesome great TedTalk by Christopher Bell (see below) last week and used it for my second lesson which ran pretty much like this:
- Human continuum – do you think we have gender equality in NZ in 2016?
- Watch the talk – dot and jot 3 reasons Bell says girls need superheroes
- Four corners – I strong agree/agree/disagree/strongly disagree that we have gender equality in NZ. Each group write down 6 bullet points justifying opinion, read out. Ask students to swap corners if they find themselves being convinced to update their opinion.
- Tag Team – groups of five, each person must speak. Aim is 1 minute each but you can tag others in if running out of ideas, can’t be tagged in until everyone has had a turn. Same topic as before and use the online bomb countdown timer to time their presentation which must make 5 minutes between them.
That pretty much takes an hour and has got them:
- forming opinions
- explaining opinions
- working as a team
- getting comfortable standing up and speaking in front of peers
Looking forward to next week when they get to prep a debate over an hour then present for the assessment.