Where do I go from here?

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