DEMO: Teaching the 21st Century Student

work in pairs or other cooperative learning set-ups. Every learner needs to keep their own records of arguments to be able to argue dur- ing the debate independently. This increases their chances to take an active part in the debate. 3 The teacher instructs the participants to form two opposing groups. Each group takes a position in a separate area of the room. The teach- er instructs the opponent groups to compile their T-graph records from their previous preparation in smaller units into a list of argu- ments supporting their side. The list needs to be easily visible to all the group members. If the classroom has a flip board, the opinion sides can gather behind it or a large sheet of paper can be placed for each group on a desk. 4 The teacher explains the debate rules and displays them in a central spot. When preparation is finished, the teacher explains the rules to the groups. The debate starts with each group nominating a speaker who briefly (in about 3 minutes) introduces their position. Then, the opinion sides alternate according to the discussion rules. 5 The discussion web needs to be moderated either by a selected stu- dent or by the teacher. The moderator makes sure the discussion rules are followed precisely. He or she may also decide to nominate speak- ers, if the debate turns into a discussion between two dominant per- sonalities taking the floor from others or if the participants tend to be hesitant to argue. The moderator also helps rephrase the opposing arguments when speakers experience trouble. 6 Opinion change is allowed. If the opponentsmanage to convince some of the participants, they may switch argumentation sides.

Explain to your students that one of the main purposes of this exercise is to become active listeners and develop the ability to acknowledge the opponents’ arguments. Challenge stu- dents to treat their opposing parties as a resource that will help them learn, grow personally, and broaden their perspectives. It is also a good idea to tell them that changing opinions if convinced by the counter arguments is not a sign of weakness but a demonstration of intellect, fair play, and excellence. Prepareyourstudents indiplomacy.Teachthemassertivebutpolite,non-aggressive language that will help them prevent ugly controversies, offences, or fights. They should acknowledge out loud and consider the opponent’s argument and build their defense upon it.

TEACHER TIP

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