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Jet INNOVATION ABSTRACTS \2"
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7s = Published by the National Institute for Staff and Organizational Development

nn With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation

 

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DEBATABLE LEARNING

The lecture is a prevailing method of instruction on college campuses. Whether for convenience, tradition,
and/or choice, the lecture continues to be popular among educators. The lecture, however, is not altogether
pleasing as an instructional technique. It is singularly one-sided and disturbing to those of us who subscribe to
the philosophy that learning is a participatory process. ;

Faced with a large introductory class--characterized by bent heads, closed mouths, and pens constantly
poised to take notes on my words of wisdom--I had a moment of enlightenment: the lecture was neither the
most efficient nor the most effective means of transmitting knowledge. That belief led to experimentation with a
variety of teaching techniques which were oriented toward actively involving students in the learning process.
Among the various methods attempted, the “debate” emerged as one of my favorites.

Debate, as an instructional technique, is quite suitable for accomplishing many of the goals of higher educa-
tion. It teaches students not only about the content of a topic, but also encourages them to do further research
on the topic, to organize their thoughts, to think critically about a topic, to prepare arguments to substantiate a
position, and to communicate clearly and forcefully. Students are invited to become active participants in the
quest for knowledge rather than passive receivers. Indeed, it is continually amazing to me to see the extent to
which most students become involved in presenting a good debate.

To utilize debate as an instructional tool does not require that students be familiar with “formal debate”
and its attendant forms and nuances. The purpose of the classroom debate is to argue for or against a resolution
or position by utilizing the best information available. Students can be taught the basics in a relatively short
period of time. Setting up a classroom debate, however, requires some effort if the experience is to be satisfying
for both students and instructor. The requisites for a successful debate, in my experience, include the following:

 

 

 

1. The debate must be structured.

2. The basic skills required must be reviewed. DOUGLAS COLLEGE

3. Groups must be carefully selected. ale eee

4. Feedback is essential. AnUrilveoo
Structure

A successful classroom debate must be sufficiently structured so that students take the task seriously and
have some guidance for the debate. This demands that students become familiar with the format of debate. A
handout itemizing the resolution, the teams, the task, the logistics, and an evaluation procedure is an ideal way
to provide the necessary structure.

The resolution should be stated rather specifically and should be written in such a way that the two oppos-
ing positions to be debated are immediately clear (e.g., “The United States government must continue to fund
and support surveillance programs.”). The parameters of the topic may be determined by the students after
they initially research the topic. (In the above statement, for example, students must decide whether to address
internal, external, covert, and/or overt surveillance.) Selecting the teams prior to the task allows the instructor
control over the composition of the opposing groups (more about this later). A brief description of the task (i.e.,
convincing a referee of a position through examples, information, logic, etc.) will help the students plan their
presentations. Inform the students of the logistics; that is, how much time will be allocated for preparation; how
much time will be given to initial presentations, rebuttals, and summations; and how the debate will be moni-
tored and evaluated. The evaluation process should be clearly specified. Generally a reinforcer (grades) pro-
vides a good motivation to participate.

Skills

Once the structure is outlined, students must become familiar with the basic skills required to present an
argument. The first step is to acquaint the students with research techniques. The debates are organized
around classroom readings; however, students are expected to find supplementary sources for their positions. A
quick course in library research familiarizes students with potential avenues toward information.

 

(op Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712