Using debate in the classroom as a forum for sharing and evaluating arguments, allows students to experience various points-of-view. This can give you a broader sense of the perspectives on an issue and allows you to more effectively analyze and discuss controversial topics with evidence and care. The following are two different approaches to the debate: 1) Structured Academic Controversy and 2) Character Driven Seminar.
Taken directly from Regan Clark of the University of Virginia:
Structured Academic Controversy
Structured Academic Controversy is a teaching approach that encourages students to take on and argue for, alternately, BOTH sides of a controversial issue and ultimately come up with a balanced opinion about that issue.
Students work in pairs to become familiar with one side of an issue, and then debate with another pair who has become familiar with the opposing side. Pairs then switch “sides,” become familiar with the opposing argument, and debate again. Finally, the two pairs come together to discuss the strengths and weakness of each side of the argument, come to a consensus about their collective opinion about the argument, and present that idea to the other quads.
This teaching approach encourages students to consider all sides of an issue equally before formulating a final opinion.
To start, the instructor selects a topic with two different viewpoints (e.g., "Nuclear energy should be used more/less in this country."). Students form groups and divide into two pairs. Each pair is assigned an advocacy position, and depending on available time, either receives supporting documentation or researches the topic. If the instructor wishes, student pairs from different groups with the same positions can compare ideas after becoming familiar with their positions. The student pairs highlight the main arguments for their position and prepare a short presentation.
Each student pair then presents their position to the other pair in their group. The students listen and take thorough notes but are not permitted to ask questions, disagree, or debate. After the presentation, the other pair presents their position. After the presentations, the students discuss their positions and provide more supporting evidence. With their notes as a guide, the students switch advocacy positions and prepare and give a new presentation. Finally, students drop their advocacy role and generate a consensus report addressing the original question posed (Johnson, et al. 1991).
Academic controversy can enhance student skills including:
researching issues
organizing information
preparing a position
advocating a position
being able to rationalize one's position
learning to debate
evaluating strengths and weaknesses on both sides of an issue
seeing issues from other perspectives
reconceptualizing one's position
synthesizing information
reaching consensus
Steps to Conduct the Controversy
1. Assign each pair of students the following tasks:
a.) Learning their position and its supporting arguments and information
b.) Researching all information relevant to their position
c.) Giving the opposing pair any information found supporting the opposing position
d.) Preparing a persuasive presentation to be given to the other pair
e.) Preparing a series of persuasive arguments to be used in the discussion with the opposing pair
Pairs research and prepare their positions, presentations, and arguments. Students are given the following instructions:
Plan with your partner how to advocate your position effectively. Read the materials supporting your position. Find more information in the library reference books to support your position.
Plan a persuasive presentation. Make sure you and your partner master the information supporting your assigned position and present it in a persuasive and complete way so that the other group members will comprehend and learn the information.
2. Have each pair PRESENT ITS POSITION to the other.
Presentations should involve more than one medium and persuasively advocate the best case for the position. There is no arguing during this time. Students should listen carefully to the opposing position. Students are told:
As a pair, present your position forcefully and persuasively. Listen carefully and learn the opposing position. Take notes, and clarify anything that you do not understand.
3. Have students openly DISCUSS THE ISSUE by freely exchanging their information and ideas.
For higher-level reasoning and critical thinking to occur, it is necessary to prove and push each other’s statements, clarify rationales, and show why their position is a rationale one. Students refute the claims being made by the opposing pair and rebut the attacks on their own position. Students are to follow the specific rules for constructive controversy. Students should also take careful notes on and carefully study the opposing position. Sometimes a “time out” period needs to be provided so that pairs can caucus and prepare new arguments. Teachers encourage more spirited arguing, take sides when a pair is in trouble, play devils’ advocate, ask one group to observe another group engaging in a spirited argument, and generally stir up the discussions. Students are instructed:
Argue forcefully and persuasively for your position, presenting as many facts as you can to support your point of view. Listen critically to the opposing pair’s position, asking them for the facts that support their viewpoint, and then present counterarguments. Remember that this is a complex issue, and you need to know both sides to write a good report.
4. Have the pairs REVERSE PERSPECTIVES AND POSITIONS by presenting the opposing position as sincerely and forcefully as they can.
It helps to have the pairs change chairs. They can use their own notes, but may not see the materials developed by the opposing pair. Students’ instructions are:
Working as a pair, present the opposing pair’s position as if you were they. Be as sincere and forceful as you can. Add any new facts you know. Elaborate their position by relating it to other information you have previously learned.
5. Have the group members drop their advocacy positions and REACH A DECISION BY CONSENSUS.
This process will likely require looking at the nuances of both sides and seeking a moderate position between the two extreme positions. The group should prepare a consensus paper, project, or other statement that expresses the collective understanding and opinions of all group members. Students are instructed:
Summarize and synthesize the best arguments for both points of view. Reach consensus on a position that is supported by the facts. Change your mind only when the facts and the rationale clearly indicate that you should do so.
Here are some helpful suggestions to give your students:
be respectful of each other
disagree with another person's position and ideas but don't be critical of the person
don't take criticism of your ideas as a personal attack
listen to everyone's ideas, especially if you don't agree with them
change your mind when the evidence supports this
try to understand both sides of the controversy
understand the position differences before trying to reach consensus
focus on reaching the best outcome, not on winning
Taken directly from Brian C. Gibbs (with contributions from Sean Miller and Kim Kriege):
Character Driven Seminar
Guidelines for a Character Driven Seminar
In a seminar all students are to do the following...
Speak
Students are to speak loudly, with passion, in the voice of their character, but with respect for other students in class. Students wait for the proper time to speak. They do not interrupt other students while speaking.
Listen
Students are to listen closely to the speeches and the seminar discussion. Students are to look at the person speaking, possibly taking notes, referencing information from their papers or notes that the speaker said, but not engaging in side conversations.
Question
Students are to ask deep, thoughtful, level 3 questions that challenge the ideas and interpretations being offered by other students. Students are to ask questions in the voice and from the perspective of the character assigned.
Sample Level Questions
Level 1: “Right There”
You can find the answer “right there”, usually you can copy the answer from the text.
· What color is your hair?
· How many people have their homework done?
Level 2: “Pulling It Together”
You can find the answer in the text, but you have to pull it together from different parts
of the text. The answer can’t be found in only one place.
· Who has the longest hair in your family?
· Out of all the guys in school who is the tallest?
· What were some causes of the French revolutionary war?
Level 3: “Text and Me”
You have to read the text and interpret it. You bring in your own thoughts and outside
information in order to answer the question. You can’t just copy the answer from the
text. These are usually the hardest to answer.
· Including on all the Greek philosophers you have learned about, who is the best?
· Based on what you know about George Washington, would he rock out to Justin Bieber?
· Do you agree that the United States should have dropped the atomic bomb?Why or why not?
· How are you protecting your people, if you sent them to die in a war?
Level 4: “Just Me”
You do not necessarily need to have read the text to answer this kind of question,
although the text should help you to answer it. Usually there is a thematic connection to
the text, but not a direct connection.
· What makes the perfect parent?
· When does someone become an adult?
· What is your definition of a “hero”?
Try using the Seminar Question Frames to be sure your structure is clear and effective.
Accuracy
Students are to present information that is 100% accurate in their speeches, questions, and discussion.
In Character
In all aspects of the simulation from testimony delivery to answering questions to asking questions, to engaging in discussion, to walking across the room, students are in character, they walk, talk, and think as their assigned character.
Answer Questions
Students can answer any and all questions put to them about their character’s opinion, view, or stance on an issue.
Prepared
Students are obviously well prepared. Every answer the student gives flows, they are well studied, and versed in life and beliefs of their character, able to access and use the information quickly. All pre-seminar activities and character analyses are completed prior to the simulation day.
Team Work
Students function as a team representing their assigned character, their beliefs and experiences. By functioning as a team, each student participates in the simulation, through explaining and defending their character’s views, asking questions of other characters, by sharing information and tasks equally amongst team members. All team members are respected by all team members, and each member does his or her job well. No one is left out.
Clark, Regan. Structured Academic Controversy. N.p.: University of Virginia, n.d. PDF.
Gibbs, Brian C. Character Driven Seminar Directions. N.p.: n.p., n.d. DOCX.
Gibbs, Brian C., and Sean Miller. Sample Level Questions. N.p.: n.p., n.d. DOCX.
Kriege, Kim. Seminar Question Frames and Transition Phrases. N.p.: n.p., n.d. DOCX.