Hope Reflection: H5

H5: Honor student potential for roles in the greater society
My understanding of this standard means providing engaging lessons and units that support the development of skills relevant and relatable to the lives students will lead outside of the classroom. Accomplishing this includes explaining to students the ways in which the learning they are doing within the classroom connects to life in “the real world.” My goal is not only to provide a scholastic education, but also to provide students with access to lessons that encourage them to consider who they are and how they fit in and contribute to the world around them.
During my internship, before I began teaching a unit on debate and persuasive writing and speaking, I crafted a course rationale to provide students with this information. In the course rationale, I explain how the various skills I would teach within this debate unit, would center on developing civic awareness and navigating difficult social issues in the hopes that students would have the opportunity to engage in a more equitable, democratic society. As supported by IDEA, my rationale explains: “debate inherently ‘teaches the principles of tolerance, nonviolence and respect for different points of view’ (IDEA). Training in open-mindedness and the patient and purposeful consideration of varying perspectives is essential to developing well-informed opinions and views.” After presenting this to my students, I learned how crucial it is to be explicit about the purpose behind the lessons I teach, to establish credibility with students by providing authentic learning opportunities and activities.

Screen Shot 2014-05-31 at 10.24.42 PM

Additionally, this perspective provides a self-check for me as an educator: if I cannot explain to students why what we are learning matters, I should rethink why I’ve chosen to teach that lesson in the first place. Too often students have this conception that high school is simply a hoop they must jump through before getting to “real life”—there is this major gap between what happens inside the classroom and what happens outside of the classroom and my goal and next steps include closing that gap. When students understand the value, significance, and “real-life” application for skills and content they are learning, they are increasingly more likely to be engaged in the classroom and to apply skills learned, to contribute and fulfill roles outside of the classroom.

Works Cited: IDEA. “WHY DEBATE?” International Debate Education Association. 2011. Web. Idebate.org

Advertisements

Why Teach a Unit on Debate?

Thesis: According to the International Debate Education Association, the process of debate offers profoundly far-reaching and long-lasting benefits for individuals, societies and for the global community.
Debate emphasizes important real-world skills such as critical thinking, effective communication, independent research and teamwork. Additionally, debate requires the development and practice of higher level thinking according to Bloom’s taxonomy as described in Effective Teaching Methods: analysis (requiring students to differentiate between credible sources, compare and contrast, recognize and support relationships between ideas and outline arguments), synthesis (requiring students to compile information from a variety of sources to form a unique solution to a problem or question, to formulate a logical and well-supported argument, and to predict and compose counterarguments) and evaluation (requiring students to judge the credibility of an argument based on specific criteria, defend and support their position on a topic or issue) (Borich, 2007, pp. 92-96). These skills not only contribute to the success of students within the classroom, but also in their future workplaces, in their social and political lives and in their responsibilities as citizens of democratic societies.

The development of these individual skills impacts the larger society by allowing individuals the opportunity to actively engage in a “more equitable, democratic, and dynamic society”—key justifications of a unit centered on developing civic awareness and navigating difficult social issues according to Smagorinsky, author of Teaching English by Design (Smagorinsky, 2008, p. 143). A debater must consider and study both sides of an argument of question. IDEA suggests that in this way, debate inherently “teaches the principles of tolerance, nonviolence and respect for different points of view.” Training in open-mindedness and the patient and purposeful consideration of varying perspectives is essential to developing well-informed opinions and views. In Carroll Lahman’s Debate Coaching, a Handbook for Teachers and Coaches, she quotes John Stuart Mill commenting on the process of developing informed judgments about crucial issues: “No man [or woman] understands his [or her] own side until he [or she] understands the other side” (1930, pg. 13). Debating fosters an energetic exchange of ideas and has the power to “break down national, economic, cultural and ethnic boundaries, showing that opposing views can be explored in a way that connects rather than divides people” (IDEA). Teaching debate is a worthwhile focus for a conceptual unit because the framework and skills developed extend far beyond the classroom experience, contributing to the development of responsible, respectful and reasoned individuals.

This learning we will be facilitated and guided by three Common Core State Standards regarding research and evidence for supporting claims, synthesizing multiple sources to formulate a stance or opinion on a topic or question, and finally, presenting that information, supported by evidence in a logical format suitable for a particular audience and purpose: CCSS.ELA-Literacy.RI.9-10.8, CCSS.ELA-Literacy.W.9-10.7 and CCSS.ELA-Literacy.SL.9-10.4 (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010).

While the process of researching and developing a well-informed opinion on any topic is clearly valuable, some worry that debate teaches students to be argumentative or combative when they disagree with one another. While this is a legitimate concern, the purpose of debate is to teach students how to think (rather than argue), how to analyze information and logically process and articulately present that information. While students will defend different positions on a topic, in order to defend their position, they must first consider and have researched the opposing view. This process shows students the ineffectiveness of blind argumentation and teaches students that in order to formulate a reasoned understanding or opinion requires considering and analyzing different perspectives. It is inevitable that students will interact with people who think, act and feel differently than they do and in preparation, it is vitally important that we equip students with a tools and skills so that they can interact in meaningful, respectful, well-reasoned, constructive exchanges. Without active engagement with whom we disagree, it is likely that elements of truth remain uncovered, as explained by Mahatma Ghandi: “honest disagreement is often a good sign of progress” (IDEA).

Bibliography

Resources for Rationale:

Borich, G. D. (2007). Effective teaching methods: research-based practice (6th ed.). Upper Saddle River, N.J.: Pearson Merrill/Prentice Hall.

IDEA. “WHY DEBATE?” International Debate Education Association. 2011. Web. Idebate.org

Lahman, Carroll Polock. “Chapter I WHY DEBATE?” Debate Coaching, a Handbook for Teachers and Coaches. Vol. I. New York: H.W. Wilson, 1930. 11-17. Print. IV.

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards (English Language Arts). National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Web. http://www.corestandards.org/the-standards

Smagorinsky, P. (2008). Teaching English by design: how to create and carry out instructional units. Portsmouth, NH: Heinemann.

Texts:

Goodner, Bruce. (2008). “Persuasive Appeals: Ethos, Logos, Pathos.” Web. http://www.youtube.com/watch?v=x4tTugqBkJU

Lang, Oliver. “Opening Pro-Vaccine Speech” (student example)

Lahman, Carroll Polock. “Chapter I WHY DEBATE?” Debate Coaching, a Handbook for Teachers and Coaches. Vol. I. New York: H.W. Wilson, 1930. 11-17. Print. IV.

National Forensic League. (2012). “A Guide to Public Forum Debate.” 1-3. Web. http://www.nflonline.org

Obama, Barack. (2014). “State of the Union Address” Web. http://www.whitehouse.gov/blog/2014/01/29/president-obamas-2014-state-union-address

Smith, Michael. “Evidence: An Essential Element of Debate.” Ballard High School. Handout.

Storey, Kristin. (2013). “What Constitutes ‘Good’ Evidence?” Ballard High School. Handout.

Hope Reflection: https://megannallenbportfolio.wordpress.com/2014/02/22/hope-reflection/