Debate

Classroom debate enables students to communicate ideas around issues that are pertinent and meaningful. Students are able to explore opposing or conflicting solutions to complex problems and learn to articulate their ideas (Scannapieco, 1997). Educational research has elucidated benefits of debate to student learning including enhanced thinking and writing skills (Green and Klug, 1990). Mumtaz and Latif (2017) showed that a majority of medical students in a problem-based learning classroom agreed that debates assisted them in communicating with patients, evoked critical thought and helped them learn about controversial topics. Scannapieco (1997) provides a model for structuring a classroom debate. Here, we overview this model, but we also provide the full reference below. Because the aim of the debater is to convince a listener of her/his/their position, it is essential that the debater be prepared by understanding/researching the question/issue, planning a debate strategy, constructing points and rebuttals, and practicing clear communication. The instructor may find that debates are most successful if evenly matched teams are selected at the beginning of the term and then retained. In fact, debates can be embedded into other active learning modalities such as team-based learning or cooperative learning. Debate topics should not have any clear answer and should be controversial. They can be provided as a statement. (e.g. Affirmative action increases the diversity of students at institutions of higher learning.)

 

The debate structure:

  • Constructive Speech #1
    • Affirmative team speaks and supports their points with literature (3 minutes)
    • Negative team speaks and supports their points with literature (3 minutes)
  • Constructive Speech #2
    • Affirmative team speaks and supports their points with literature (3 minutes)
    • Negative team speaks and supports their points with literature (3 minutes)
  • Constructive Speech #3
    • Affirmative team speaks and supports their points with literature (3 minutes)
    • Negative team speaks and supports their points with literature (3 minutes)
  • Questions are asked and teams respond in an allotted amount of time. Scannapieco (1997) provides specific times, number of questions and ordering of questions.
  • Rebuttal speeches (2 of them)
    • Negative team speaks (3 minutes)
    • Affirmative team speaks (3 minutes)

 

The students who are not actively debating should engage by asking questions, and writing questions and reflections.

two people in communication with each other

 

Resources and References

Green, C. S. and Klug, H. G. (1990) Teaching critical thinking and writing through debates: an experimental evaluation. Teaching Sociology. 18:462-471.

Learning through debate during problem- based learning: an active learning strategy. Adv Physiol Educ 41: 390 –394, 2017; doi:10.1152/advan.00157.2016.

MIT OpenCourseware which is available and features Dr. Janet Rankin: https://www.youtube.com/watch?v=I1IeF7D7kkY&ab_channel=MITOpenCourseWare

Scannapieco, F. A. (1997). Formal Debate: An Active Learning Strategy. Journal of Dental Education. Available: https://www.researchgate.net/profile/Frank-Scannapieco/publication/13773888_Formal_debate_an_active_learning_strategy/links/0046352d574f74eba9000000/Formal-debate-an-active-learning-strategy.pdf