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“Order… Order” – Why RS is the best subject
in school for encouraging formal debating.
A philosopher who is not taking part in discussions is like a boxer who never goes into the ring. Ludwig Wittgenstein
Neil McKain (@nmckain)
July 2012
High Wycombe, Bucks.
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Contents
1.
Introduction
2.
Why Debating?
(i)
Links to statutory framework
(ii)
Links to exam specifications
(iii)
Professional, Teacher and Student responses
3.
When to use debating. How can it fit into a scheme of learning?
4.
How does a debate work?
5.
Conclusion and Evaluation of Farmington project
6.
Acknowledgements
7.
Appendix
8.
(i)
Judging Sheet
(ii)
Video
Bilbliography
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1.
Introduction
“It is better to debate a question without settling it than to settle a question without debating it.”
(Joseph Joubert)
Critical enquiry and the ability to articulate a reasoned argument are essential skills for life
both in school and beyond. This report highlights the reasons why debating is such a key
skill that is best learnt in RS and offers teachers practical help on how to use formal
debating in their lessons.
2.
Why Debating?
“The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same
time, and still retain the ability to function.”
(F Scott Fitzgerald)
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(i)
Links to statutory framework (KS3)
The Non-Statutory National Framework for Religious Education (2004) remains a key
document for teachers. At a time when RE is becoming ever more fragmented as a result
of changes to how schools are governed and measured the document is a source of
shared outcomes that the overriding majority of RE teachers would support. I believe that
formal debating is an activity that fits in well with many of the outcomes within the
framework. The outcomes below are taken from the KS3 section of the framework though
they do of course translate to other key stages.
Religious education at KS3 – Non Statutory Framework 2004
Values and commitments
a. Understanding how moral values and a sense of obligation can come from beliefs and
experience.
b. Evaluating their own and others’ values in order to make informed, rational and
imaginative choices.
2.2 Learning from religion
Pupils should be able to:
a. reflect on the relationship between beliefs, teachings, world issues and ultimate
questions
b. evaluate beliefs, commitments and the impact of religion in the contemporary world
c. express insights into the significance and value of religion and other world views for
human relationships personally, locally and globally
d. express their own beliefs and ideas, using a variety of forms of expression, including
creative forms and reasoned arguments.
Formal debating is not classroom or group discussion. It is importantly not a teacher led
discussion. Formal debating encourages students to evaluate their own values and
positions and to come to an informed conclusion. It encourages students to justify their
beliefs using evidence and provides a safe arena in which views, beliefs and ideas can be
expressed and challenged.
(ii)
Links to exam specifications
There is constant pressure upon teachers to ensure that their students achieve the highest
possible grades. As both an experienced teacher and a GCSE RS examiner it is clear to
me that students of RS need to do more than simply learn and retain information (though
this is important) if they are to achieve the top grades. The examples below are taken from
the current OCR specifications for RS: Philosophy and Ethics.
GCSE Top band Level of Response.
Grade A students use reasoned argument supported by a range of evidence to respond to
religious beliefs, moral issues and ultimate questions. They demonstrate informed insight
in evaluating different points of view to reach evidenced judgments about these beliefs,
issues and questions.
AS Level Top band Level of Response
A very good/excellent attempt to sustain an argument
Comprehends the demands of the question
Uses a range of evidence
Shows understanding and critical analysis of different viewpoints
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Teachers will of course use an array of different methods and activities to help students
learn and develop these skills. I believe that formal debating can and should be used at
KS4 and KS5 to help students hone these skills of evaluation and argument. While
debating is a spoken activity student are likely to remember what they and their peers
have said and then use it when needed in an exam essay. The formal structure of
debating as opposed to general discussion can also help students frame their written
arguments and improve their comparative analysis.
(iii)
Professional, Teacher and Student responses
As part of my Farmington project I had the opportunity to interview some key figures in the
field of debating and religious education.
“Debating encourages you to challenge entrenched
beliefs and blind-faith arguments.”
Izzy Westbury. President of the Oxford Union 2011/12
“Debating shows that some issues are not easy to
sort out… it forces students to take different sides…
[to] understand the other point of view.”
Professor Alister McGrath. Senior Research Fellow at
Harris Manchester College, Oxford
Recent articles posted on the Guardian websites Teacher Network Blog have also argued
for more formal debating to be taking place in schools. Anisa Lunat, the Head of RE at
Clapton Girl's Academy made the following statement:
"Every teacher will be able to remember lessons in which a very interesting topic was
being discussed by students. I am also sure that they will remember hearing the same
voices contributing to those discussions over and over and the few students dotted around
the room that looked as though they were listening attentively but were more than likely
day dreaming.
In subjects like RE where discussions are central to exploring key issues, this can often be
the case. It was for me anyway until I started using debating in the classroom. This was an
exciting, innovative way to eliminate the "two-student ping pong discussions" once and for
all and yet continue to give students the platform they deserve to voice their views.
Using debate within the lesson encourages all students to be engaged in exploring the
issue being discussed. This is because each student is assigned a role that can range
from being the chair, timekeeper, a speaker or a speech writing assistant! The motion is
decided, roles distributed, speeches written and later evaluated, all of which is done by the
students.
The impact of including debating within the classroom has been profound. It has
encouraged students to produce their own arguments rather than regurgitate those of
others and most importantly, it develops their higher-order thinking skills of evaluation and
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analysis. Across all year groups, debating has improved students essay writing skills as
they are now able to produce more developed arguments and structure them in a coherent
way.
Words cannot do justice to the value of debating within lesson. I strongly urge all teachers
to try it out at least once - I can assure you that both you and your students will be keen to
try it again!" (Nolan. 2012. How to get your whole class debating)
Like Anisa, I was already confident about using formal debating with my own classes so
used the time afforded to me for my Farmington project to work with two other schools.
Teaching at a boys Grammar school I wanted to find out how debating would work in
schools with a very different student population. I worked with two West London schools:
Brentside High School, Hanwell and Twyford Church of England High School, Acton. I ran
two competitions following on from workshops with students and teachers. One in March
2012 for Year 10, and one in June 2012 for Year 9. Students who took part made the
following comments:
“Helps massively with confidence.”
“Helps me construct logical arguments.”
“It’s really challenging.”
“Opened up a whole new line of things that go on in the government.”
“Helped me understand different sides to my point of view.”
“Good to have your views challenged.”
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3.
When to use debating. How can it fit into a scheme of learning?
It can be daunting for a teacher with little or no experience of debating to know how to use
it within an already established scheme of learning. The advice that follows is not meant to
be wholly prescriptive though it is borne out from experience of using debating in lessons.
I have found that using formal debating at the end of a topic works incredibly well as an
engaging revision activity. So for instance having completed a GCSE unit on Medical
Ethics I asked my year 10 class to work in pairs and come up with some motions that
could be debated. After collecting these in the class then vote for the three ones they think
are best. They are then split up into teams to go away and research arguments both for
and against the motion regardless of which side the argument they are on. They will then
take part in debates and I often will use one of the motions as the essay question in their
end of unit class test.
Quick fire debates and short release motions with no time to prepare for can also be used
as starter or plenary activities during any lesson and ideas. Whatever works best for your
classroom and your students is obviously what matters most.
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4.
How does a debate work?
There is no fixed rule about the number of people to make up a formal debating team. In
the most popular and prestigious national competitions there are usually two in a team.
However I find for my students that teams of three work best. After a motion has been
decided and voted for by the students, the teams will be split into proposition (for the
statement) and opposition (against). The two diagrams that follow below explain who does
what and the order that the debate goes in. Depending on key stage and confidence of
students speeches can range from three minutes up to as much as seven minutes.
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Students tend to already be familiar with the structure of a good debate speech as it is
very similar to how they are guided to construct paragraphs in their English lessons.
However, if debating was nothing more than writing an essay containing an argument and
reading it out it would be no fun in lessons at all. The challenge for the students and the
skill they find most difficult is in being able to think on their feet and defend or adapt their
arguments when they are challenged by the opposing team. In formal debating these
challenges must follow strict rules in order for the debate to work.
Challenges in a formal debate are called ‘points of information.’ This means that someone
from a team is challenging the information they have just heard someone make. The fun of
debating is that this challenge can be accepted or denied by the person speaking.
The person making the challenge needs to stand and clearly say either ‘On a point of
information’ or ‘on that point’. If the challenge is declined the challenger must sit back
down immediately. If the challenge is accepted then a brief comment or question may be
made and then the challenger should sit back down. The person speaking should respond
directly to the point being made before continuing with their argument. No extended
discussion can be drawn into. It is a formal debate not a discussion or ‘to and fro’
argument.
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The joy of debating as an activity is that once trained the students can run the lesson
themselves. There should be a chairperson who introduces the motion and the teams. It is
also their job to keep order. They should ensure that the rules are being kept and that
challenges are being made and responded to correctly. A time-keeper is also appointed
who ensures the teams and audience know how long is left to go. This person is also in
charge of the gavel and it is therefore a very sought after job. The timings will vary
depending on how long the speeches are for but below are the timings I use for three
minute speeches.
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Those students not taking part in the debate can make comments during the floor debate
which takes place before the summary speakers. This ensures all students in a class can
be involved in the activity. A team of students can also be judges who must decide who
has won and more importantly provide both teams with some constructive feedback. I ask
students to mark their peers out of 10 in the following areas.
Content and Structure
Organisation and Teamwork
Listening and Response
Style and Delivery
A copy of the guidance for judges and the scoring sheet can be found in the appendix.
5.
Conclusion and Evaluation of Farmington project
“He who knows only his own side of the case knows little of that.”
(John Stuart Mill)
My interest in debating in schools was fostered when I attended an English Speaking
Union workshop during my NQT year and saw debating being used for the first time. As I
began my Farmington project I contacted the ESU to see if they could offer me any
guidance as I researched debating in schools. It just so happened they had recently
published a new evidence based report on debating in schools. Its findings mirror those of
my much smaller project particularly when looking at student engagement, enjoyment and
attainment. It is an incredibly in depth and international report that goes far beyond the
scope of my small project. However, I would like to draw attention to two conclusions
borne out in the report that match the specific RS focus of my project.
“… students learn that a ‘position can be legitimately argued from either side and that, in
practice, one’s opponent is not one’s enemy.” (Akerman, p21)
“What is apparent from the existing studies is that debate activities have the power to
contribute not only to educational achievement, but also to a range of wider outcomes that
work towards developing more rounded and confident individuals for later life. An
important finding is the positive influence that participating in debate activities can have on
improving children’s and young people’s confidence, aspirations around education and
cultural awareness.” (Akerman, p28)
So to conclude; with all these positive benefits to students, why wouldn’t you use formal
debating in your classroom?
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6.
Acknowledgements
“If we don't believe in freedom of expression for people we despise, we don't believe in it at all.”
(Noam Chomsky)
It is a tradition at the end of a competitive debate to propose a vote of thanks to the hosts,
the audience, the chairperson and the judges. So I would like to propose a vote of thanks
to:
All the staff and students at John Hampden Grammar School who supported me in this
project. To those students who have taken part in competitions and workshops you did
very well and you should be very proud of yourselves. An apology to those students whose
lessons I missed while I was completing my Fellowship.
Emma Taylor – Head of RS Brentside High School, Hanwell and Yolanda Swedowksa –
Head of RE Twyford CofE High School, Acton. I thoroughly enjoyed working with your
students and I look forward to working with you in the future.
Isabelle Westbury – President of the Oxford Union (2011/12)
Prof. Alistair McGrath – Harris Manchester College, University of Oxford
Paul Wace (@line_films) for the video
The Farmington Trust for the time, funding and opportunity to carry out the project.
Thanks must also be given to my Personal Learning Network on twitter for their continued
ideas and inspiration. Those with an interest in finding out more about debating should
follow: @theESU - @ESUdebate - @DebatingMatters
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7.
Appendix
(i)
Judging Sheet
Motion:
Judges Name:
Date:
Proposition Team:
Names
Content
and
Structure
(10)
Organisation
and
Teamwork
(10)
Listening
and
Response
(10)
Speaker 1
Style
Total(40)
and
Delivery
(10)
(40)
Speaker 2
(40)
Summary
Speaker
(40)
Comments
(120)
Opposition Team:
Names
Content
and
Structure
(10)
Organisation
and
Teamwork
(10)
Listening
and
Response
(10)
Style
and
Delivery
(10)
Total(40)
Speaker 1
(40)
Speaker 2
(40)
Summary
Speaker
(40)
Comments
(120)
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Guidance for Judges
Marking General:
Judges will take no account of the voting from the floor
Judges award individual marks and then the team average the total. There can be no tied
places, so please ensure there is a winner in each debate.
Please asterisk your sheets to indicate outstanding individuals.
What should you be looking for?
Content and Structure: judges should look for expertise, knowledge and understanding of
the motion and related issues, and reward use of well-researched evidence to support
points. They will reward clarity and structure in speeches. Students are encouraged to
signpost their speeches, and develop devices like rhetorical questions. If these are well
used they should be rewarded
Organisation and Teamwork: judges should reward team-work, and debate strategy.
Good teams will have a firm grasp of their key points, but be confident enough to debate
without reading a prepared text. They will be expected to manage and respond effectively
to Points of Information. They will not repeat each other’s points. They will rebut their
opponents’ points, and persuasively argue their own case.
Listening and Response: judges should reward speakers who have listened carefully to
their opponents and shown, in their speeches, why they disagree. Judges should reward
speakers who listen attentively to any points of information and respond confidently,
directly addressing the challenge made. It is expected that a speaker should accept at
least two points of information during their speech.
Style and Delivery: judges should reward the ability to engage the audience; e.g. use of
appropriate humour; good eye-contact; positive body language, good pace and voice
projection; use of notes as a guide only; courtesy and poise.
The Floor Debate: should enable each team to demonstrate their ability to think on their
feet under pressure.
Good summing up: strengthens and restates the arguments already made by their own
team, but will make reference to what has been said by opponents and the floor. The
summing up will not simply repeat points, but neither will it introduce brand new points.
Who does what in a debate team?
Proposition Team
Speaker 1- Introduces and defines the
motion – explains any key words; then 3
(PEEL) points
Speaker 2 - Starts with rebuttal then three
points
Summary Speaker – should not introduce
new points but should:
Pick up on floor debate
Rebut other side
Give a biased report on your team’s
arguments
Opposition Team
Speaker 1- Rebuts prop and may redefine the
motion/challenge definitions of key words –
then 3 (PEEL) points
Speaker 2 - Starts with rebuttal then three
points
Summary Speaker – should not introduce new
points but should:
Pick up on floor debate
Rebut other side
Give a biased report on your team’s
arguments
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Feedback:
A crucial aspect of judging is the feedback given to teams; we suggest judges feedback in
a general way at the end of each debate. It may be one member of the judging team or all
may make a contribution. This will vary and you will be given guidance by the organiser of
the event.
Pupils need to hear positive comments about their performance, and also some tips and
pointers to improve. Please concentrate on identifying strong features of the debate, and
praising good examples of speaking/debating. Avoid criticism of individuals. It may be
appropriate to commend the audience for their role in the debate, and/or praise the
Chairperson and timekeeper without whom the debate would not be so effective or run
smoothly.
(ii)
Video
A video containing students debating RS topics and being interviewed about their
experiences of debating is available upon request from the author.
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8.
Bibliography
Akerman, R. and Neale I., 2011 Debating the Evidence: an international review of current
situation and perception. Reading: CFBT.
Nolan, S., 2012. How to get your whole class debating. Guardian.co.uk. Teacher network
blog, [blog] 18 June. Available at < http://www.guardian.co.uk/higher-educationnetwork/teacher-blog/2012/jun/18/pupil-class-debate> [Accessed 18 June 2012]
Non-statutory national framework for religious education 2004. London. Qualifications and
Curriculum Authority.
Vit J., 2012. A great debate. Guardian.co.uk Teacher network blog, [blog] 10 May.
Available at < http://www.guardian.co.uk/teacher-network/teacherblog/2012/may/10/debating-professional-development-teaching> [Accessed 10 May 2012]
© Farmington Trust
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