Students will also require the skills to anticipate counter-arguments, organize notes, and communicate
ideas. Many students have received some training in these skills as part of prior educational experiences, so that
a short time spent giving examples and answering questions will hone those skills. Working together in groups
also allows the dissemination of those skills among peers.

Groups

My first trial with the debate process ended in an embarrassingly clear victory for one team. Self-selection
of teams appeared to be the problem. A better technique is to consciously select each team so that there is a
diversity of skill, experience, and ability to communicate. Careful planning will encourage participation from the

“quiet” students and break up any dominant cliques in the class. I prefer to allow the groups to choose their
own presenters, though groups are encouraged to have as many people as possible contribute to the formal
presentation.

Feedback’

Feedback should be copious during the preparation stage. In class, the instructor may circulate and
respond with critical questions to the discussions of the groups. During the formal debate, ongoing feedback is
minimized so that the debate environment is realistic. Notes of logical flaws, omissions, strong and weak
points, and successful and unsuccessful rebuttals should be kept for later reporting to the class. A written final
evaluation should be given to each member of the class. Such an evaluation should include the instructor’s per-
ception of the “winner,” the strengths and weaknesses of each team, and comments on the individual student's
participation in the debate.

Experience with the classroom debate has uncovered some additional hints for a successful learning experi-
ence. The time frame appears to be fairly important. Too much prior notice is intimidating as at least some stu-
dents will feel obliged to review everything ever written about a topic’ Too little time results in an ill-prepared
and fragmented debate. I like to assign the major reading(s) without informing the class of the upcoming
debate. On the day the reading is to be completed, the structure of the debate is given and the final debate is
scheduled to be held a week later. Two class sessions prior to the debate, an in-class preparation hour is held
and extended to the next session if necessary. (It appears as though more time than allotted is always required
for preparation. Students, however, are usually sufficiently motivated that they will meet and prepare for the
debate outside of class time.)

The debate should always be followed by an oral debriefing, as well as a written evaluation. In addition to
identifying strengths and weaknesses, the instructor can use that time to integrate the debate. experience with
other ideas and materials which are pertinent to the class. Individual kudos are much appreciated by the partici-
pants, especially when those “behind the scenes” are also recognized.

Finally, the instructor must establish the legitimacy of the debate as a learning technique. If the instructor
is serious about the task, the students are likely to put more energy into the entire process.

Debate is ideal for pointing out the complexity of topics, and such complexity becomes apparent to stu-
dents as they explore potential arguments on both sides of an issue. The insight that “there are no easy
answers” comes more readily from the debate process than it does from standard lectures. The use of the
debate, as well as other participatory learning methods, has not totally eliminated the lecture from my reper-
toire, but has greatly reduced dependence on that particular teaching technique. The consequences have been
pleasing. Students appear to be better able to integrate ideas, communicate ideas, and understand main con-
cepts as a result of such active involvement in learning. As one student commented, “I never imagined there
were so many aspects to [the topic] until we got involved in the debate . . . I learned a lot.” And that, to me, is
the major objective of this enterprise.

 

Beti Thompson | DOUGLAS COLLEGE
Department of Sociology | [ae
Pacific Lutheran University ARCHIVES

 

 

Reprinted with permission from The Teaching-Learning Forum, Fall, 1983.

For further information, contact the author at Pacific Lutheran University, Tacoma, Washington 98447.

 

Suanne D. Roueche, Editor
January 18, 1985, Vol. VII, No. 1

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin,
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