Debate

Teaching and Learning Strategies

Shortcuts

Analogy | Case Study | Concept Map | Debate | Jigsaw | Problem Based Learning | Role Playing | Role Playing Example | Simulation | Selected Journal Articles

Debate involves the construction of argument to defend a position. This is an excellent critical thinking teaching strategy because it requires reasoning skills, analysis of multiple relationships, and consideration of multiple perspectives. This teaching strategy is best applied to topics involving controversy or dilemma particularly ethical or legal problems.

Example of Using a Debate (Video)

In order to view the example below, you will need Windows Media Player installed on your computer and speakers or headphones for your computer. See Information on downloading and using Windows Media Player.

Dial-up
use this version if you are using a phone modem to access your course

Broadband
use this version if you are using DSL, cable, a campus computer or any other high-speed access

Developing and Implementing a Debate Activity

  1. The faculty member introduces the topic or problem.

  2. Teams are formed (usually 2-3 per team); each team commits to defending or arguing for one side or the other.

  3. Teams prepare a defense or argument for their position – ideally, this is done based on information from the literature. Debate preparation requires students to be able to articulate their position, and argue against the opposing position – thus students must be well prepared on both sides of the argument. The amount of time for preparation should depend on the type of problem posed. Preparation is often done as an out of class assignment for the following class period.

  4. The debate occurs after the teams have had preparation time. The debate process includes opening arguments, presentation of viewpoints, rebuttal, and summary.

  5. Discussion after the debate may be done to explore how the debate process changed the thinking of the students involved.

Advantage

Disadvantage

  •  Argument/debate broadens the viewpoint of controversial topics

  • Develops analytical skills

  • Develops communication skills (required to present argument)

  • Requires time to develop argument – inadequate time for preparing argument defeats the purpose of this learning activity

  • Requires an understanding of the debate format (faculty and students)