So where do I go from here?
Time is limited, but then time will always be limited. What I do will affect both those around me as well as myself. But then, everything is situated. That's both the biggest strength and most obvious weakness. That's the reality, but it's just the starting point.
I'm responsible for what I do. Whatever I do, I want to do it well. Knowing that, makes moving forward into the unknown all the more complicated. Even if and when I'm pretty sure of the best direction, even if I have a clear end point in mind - there's no guarantee I'll get there.
Temporary hypotheses? Probabilities drawn up from past and present experiences? Knowing I could never be fully aware in any case? Faith in the process? The clock is ticking. I'll just have to do my best.
Next project:
First Annual Debating Competition in
English for 2Bachillerato
Motion:
Do today's schools prepare students with
the knowledge and skills necessary for tomorrow's world?
Why:
Debating helps reinforce skills in areas of leadership, interpersonal
influence, teambuilding and problem solving as well as oral presentation and
fluency. It is only by discussing
differing ideas that new perspectives can emerge and thereby advance what and
how we think. New perspectives that may
not have been previously considered can emerge from constructing and sharing
conscientious, well thought through arguments.
On the other hand, language is a tool for communication and is at least
as much about meaning as form. Using English to communicate ideas consolidates
learning. Applying by comparing and
contrasting ideas in this activity will increase both confidence and competence
and make English more readily accessible as a life skill.
My objective:
To scaffold students in ways that encourage they become increasingly able to
- Examine ideas and policies and to persuade judges within an
organized structure.
- Think about and develop different arguments, engaging with opposing
views.
- Present coherent ideas relating to the motion, in spite of
personal views.
- Interact
strategically
How?
Each debate will
involve two opposing teams, one that supports the motion and the other in
opposition. Each team will have three
members, all of which are expected to participate in the research, development
and presentation of the debate.
Turns:
Each team starts with
a two-minute introduction in favour of the motion that sets out the main three arguments
to be developed by their team. This is
followed by two rebuttals by each team (each two and a half minutes long)
before a final intervention as a conclusion.
Those in favour of the motion go first and the rebuttals alternate. They also close the debate with their
conclusion. Rebuttals may be used to
support their team’s assertions with evidence and logic and thereby build up
any part of their team’s case, or to refute any part of that of the
opposition. The last speaker for each
team is expected to sum up their team’s arguments and summarize that of their
opponents in a way which underlines the superiority of their approach and case.
No new constructive evidence or
arguments should be introduced at this point.
INTRODUCTION 2mins
|
PROPOSITION
|
INTRODUCTION
|
OPPOSITION
|
FIRST REBUTTAL 2,30mins
|
PROPOSITION
|
FIRST REBUTTAL
|
OPPOSITION
|
SECOND REBUTTAL 2,30mins
|
PROPOSITION
|
SECOND REBUTTAL
|
OPPOSITION
|
CONCLUSION
1, 30mins
|
OPPOSITION
|
CONCLUSION
|
PROPOSITION
|
Judging:
Debates will be judged
objectively, on the speeches given at the moment of the competition and not on
previous knowledge, personal opinions or prejudices.
Every debate will be
considered in relation to three key criteria:
Content: What is said – the arguments
used and the examples and evidence provided.
Style: How well these arguments
are put across, the language and voice used.
Strategy: How
well the team engages with the topic, structure what they say and respond to their opposition.
After the debate has
concluded, judges will evaluate both teams’ performance, using the template
provided. The winners will be the team
that has received the highest number of points. In the unlikely case of a tie, each judge
will also choose one or other of the teams as the winner and this will be
considered alongside the number of items they’ve been awarded.
Rules:
Debaters will conduct
themselves with dignity and be courteous and respectful towards both the others
in a similar position, the judges and the activity.
They may introduce any
visual aids or other real evidence they deem appropriate during their
interventions and are encouraged to do so.
Imaginative and creative arguments will be considered positively. However, all assertions of fact must be accurate
and debaters should quote the relevant authority.
Debaters must not read
their speeches, though they may make reasonable reference notes and read
quotations. Judges will penalize
excessive reading and memorization, which lead to stilted or unnatural
delivery.
Cross-examination is
permitted and encouraged in rebuttals.
Fair questions are those considered to be on relevant issues and need
not relate directly to the speech being delivered by their opponent at that
moment. Questions however, should be pertinent and brief and should not be used
solely to disrupt the delivery of the opponent’s speech. Judges may penalize groups that lower the
level of the debate with excessive or thoughtless interruptions.
Personal comments
about other debaters should be avoided and instead confined to the resolution
in question.
Fluency will be
considered more important than grammatical accuracy.
Speakers may not
finish their intervention with more than 30 seconds to go, nor exceed the time
provided by more than 5 seconds.
When: January 2015
