DEMO: Teaching the 21st Century Student

board. The discussion web (Ch. 4.3.3) rules may be adopted as an al- ternative. 5 The opponent groups start debating their points against each other following the argumentation rules. The teacher does not at first reveal the plan to switch them for argumentation of the other side’s perspec- tives. 6 After the debate develops, the teacher interrupts it and guides the stu- dents to switch opinion sides. Groups receive time for reviewing the opposing arguments before continuing the debate. 7 The debate should be coordinated by a moderator who helps re- phrase the arguments and ensures equal participation by managing the length of time a speaker has the floor. The moderator can be the teacher or a student can be nominated. 8 The debate lasts until all arguments get depleted.

Have the students understand that preparing just their side of the argument is not enough to build a strong defense. To better see in their opponent’s mind, they should pay equal atten- tion in summarizing arguments from both sides’ perspectives. The best tool for preparation is a T-graph (Ch. 3.4), as it allows for organizing arguments from varied resources and helps to pair contrasting arguments. Such pairing will develop the ability to have strong counter arguments at hand. Stepping in the other side’s shoes helps run proper debates which are on point and relevant, without digressing, or arguing different points, making it easier to judge the debate and out-reason their opponents.

TEACHER TIP

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