Hold Decent Debate 

Although debate is a challenging activity, there are many positive benefits for students. First of all, debate increases the opportunities for conversation and listening in the classroom. During the debate, students take turns talking in response to arguments made by their opponents. At the same time, other students accompanying the debate or the audience should listen carefully for the statements made or the evidence used in proving a position. Debate is a great teaching strategy for developing speaking and listening skills.

In addition, it is the ability of a student of this position, and to convince others of the same position, that is in the midst of this debate. Each of these discussions requires less attention to the quality of speech and more evidence of the arguments that are laid out.

Topics for arguments can be found at ‘Debate Topics for High Schools’ or ‘Debate Topics for Middle Schools’. There are other services, such as ‘Three Webpages for Providing Discussion’, where students can investigate how debaters organize their arguments and how successful some arguments are in making claims with evidence. There is also a rubric for marking.

Here are four debate formats that can be used or adapted:

• Lincoln-Douglas Debate Format
• Role Conversation
• Tag Team Debate
• Circle-Inner Circle Outside Debate

1.   Lincoln-Douglas Debate Format

The format of the Lincoln-Douglas debate is dedicated to questions of a more moral or philosophical nature.

The Lincoln-Douglas debate is a one-on-one debate format. While some students prefer to debate with each other, other students may not want pressure or attention. This debate format allows students to win or lose based solely on individual arguments and not depending on partners.

The how-to guide to running the abbreviated version of the Lincoln-Douglas conversation will last approximately 15 minutes, including the time for transition or startup for each stage of the process:

• First Speaker - Two minutes to introduce the topic
• First Negative Speaker - Two minutes to restate the opposing side's view:
  • Example: "it is often said" or "many people think that the opponent.."
• Second Authorizing Speaker - Two minutes to disagree:
  • Example: "on the other hand" or "opposite"
• Second Negative Speaker - Two minutes to explain why you are right (using evidence)
  • "for example" or "this is why"
• Break for Preparation Speaker - Two minutes switch
• Negative Summary / Disclaimer - Two minutes to finish with your thesis
  • Examples of "by that" or "the result" or "thus it can be seen"
• Validating Summary / Dispute Speaker - Two minutes to complete with your thesis
  • "Therefore" or "the result" or "thus it can be seen."

2.   Role Conversation

In the role-playing debate activity format, students examine different views or perspectives related to the problem by playing a "role". For example, discussing the question ‘Should English classes be required for four years?’ may generate different opinions.

A viewpoint may include an opinion that will be expressed by one student (or perhaps two students) that represents one side of the problem. Role debate may play other roles such as parents, school principals, college professors, teachers, book company salespeople, writers, or others.)

For a role, decide ahead of time by asking students to help you identify all the stakeholders in the debate. You need three index cards for each stakeholder role, provided that there are the same number of index cards as there are students. Write down the role of a stakeholder for each card.

Students select index cards randomly; students holding common stakeholder cards gather together. Each group formulates arguments for the given stakeholders.

During the debate, each interested party expressed his views.

In the end, the students decide which of the interested parties make a strong argument.

3.   Tag Team Debate

In the tag team debate, there is an opportunity for every student to join. The teacher recommends one group of students (no more than five) to represent one side of the question that can be disputed.

• Each squad has a set time (3-5 minutes) to show their views.
• The teacher reads aloud the issue to be debated and then gives each team a chance to discuss their argument.
• A debater from one squad takes the floor and may speak for no more than one minute. The speaker may "sign" other team members to take arguments before the minute ends.
• Team members who want to take a point or add to the team's arguments may put their hands to be signed.
• The current speaker knows who might be willing to take the squad's argument.
• No squad member may be tagged twice so all experts have been tagged once.
• There must be an uneven number of turns (3-5) before the debate is completed.
• Students vote on which team makes the best argument.

4.   Circle-Inner Circle-Outside Debate

In Circle Inner Circle-Outside, organize students into two sets of the same size.

• Students in Group 1 sit in round chairs facing outward, away from the circle.
• Students in Group 2 sit in chairs around Group 1, facing students in Group 1.
• The teacher reads aloud the issues to be discussed.
• Students in the inner circle receive 10-15 minutes to discuss the topic. At that time, all other students focused their attention on the inner circle student.
• No one is allowed to speak.
• Each expert in the outer circle makes a list of arguments made by each expert in the inner circle and adds to their notes about their arguments.
• After 10-15 minutes, the group switches roles and the process is repeated.
• After the second round, all the students shared their outer circle observations.

Notes from both rounds are used in advanced class discussions and/or to write editorial opinions expressing viewpoints on the problem at hand.