2nd General Lyceum of Kozani, Greece
Playing a serious game: A DEBATE
Is Debate a Game ?
It is not an actual game, but it combines many game-like characteristics:
-It has specific rules and procedures
-Participants play a variety of roles
-There is a "winning / losing" outcome
-Participants go through a decision-making process
-There is a strong element of fun as well as eager participation.
LESSON PLAN
Learning Objectives
-To understand different levels of decision making
- To help improve general communication skills
-To help improve confidence
-To encourage quick thinking skills
-To encourage and practice listening skills.
-To be able to form arguments and structure them into writing
-To be able to form arguments and structure them into speech
Number of Students: 24
Time: (3 teaching sessions:preparation + 2 teaching sessions: presentation)
Materials: laptops, smartphones, tablets, handouts of debate topics, rebuttal ideas and debate procedures
INTRODUCTION
Introduce students to the debate concept and process, discuss preferences and student ideas on the task.
PREPARATION
Divide the class into groups of 6 people. Each group chooses their desired topic. Each group brainstorms arguments for their for and against positions and form their ideas between 4 and 6 big points. Each group member is assigned a role: Two (2) speakers for the motion, two (2) speakers against, one (1) student who will be the questioner and one (1) student who will summarise the main points. They should then split those points between the four allotted speakers of their group.
Each side structures its speech and prepares answers for the anticipated opposite arguments with the help of the Questioner and the Summariser.
THE DEBATES
-The four debates take place
Team 1 : For and Against the motion "Androids are better than i-phones"
Team 2: For and Against the motion "School uniforms should be used at school"
Team 3: For and Against the motion "All people should be vegeterians"
Team 4: For and Against the motion "Euthanasia must be legalised"
The follwing format is used for each group:
Speaker 1 (for)
Speaker 2 (against-rebuttal)
Speaker 3 (for-rebuttal)
Speaker 4 (against-rebuttal)
Questioner
Plenary: The rest of the students decide on which side has more convincing arguments and why
FOLLOW UP ACTIVITY-EVALUATION
The Summarisers submit their work. They read it in class. The students discuss their debate experience and give feedback to the teacher.
REFERENCES:
www.noisyclassroom.com
www.educationworld.com
Melissa Hall "Fun Classroom Debate Games" in www.classroomsynonym.com, accessed on 10.02.2017
www.debate.umv.edu
Playing a serious game: A DEBATE
Is Debate a Game ?
It is not an actual game, but it combines many game-like characteristics:
-It has specific rules and procedures
-Participants play a variety of roles
-There is a "winning / losing" outcome
-Participants go through a decision-making process
-There is a strong element of fun as well as eager participation.
LESSON PLAN
Learning Objectives
-To understand different levels of decision making
- To help improve general communication skills
-To help improve confidence
-To encourage quick thinking skills
-To encourage and practice listening skills.
-To be able to form arguments and structure them into writing
-To be able to form arguments and structure them into speech
Number of Students: 24
Time: (3 teaching sessions:preparation + 2 teaching sessions: presentation)
Materials: laptops, smartphones, tablets, handouts of debate topics, rebuttal ideas and debate procedures
INTRODUCTION
Introduce students to the debate concept and process, discuss preferences and student ideas on the task.
PREPARATION
Divide the class into groups of 6 people. Each group chooses their desired topic. Each group brainstorms arguments for their for and against positions and form their ideas between 4 and 6 big points. Each group member is assigned a role: Two (2) speakers for the motion, two (2) speakers against, one (1) student who will be the questioner and one (1) student who will summarise the main points. They should then split those points between the four allotted speakers of their group.
Each side structures its speech and prepares answers for the anticipated opposite arguments with the help of the Questioner and the Summariser.
THE DEBATES
-The four debates take place
Team 1 : For and Against the motion "Androids are better than i-phones"
Team 2: For and Against the motion "School uniforms should be used at school"
Team 3: For and Against the motion "All people should be vegeterians"
Team 4: For and Against the motion "Euthanasia must be legalised"
The follwing format is used for each group:
Speaker 1 (for)
Speaker 2 (against-rebuttal)
Speaker 3 (for-rebuttal)
Speaker 4 (against-rebuttal)
Questioner
Plenary: The rest of the students decide on which side has more convincing arguments and why
FOLLOW UP ACTIVITY-EVALUATION
The Summarisers submit their work. They read it in class. The students discuss their debate experience and give feedback to the teacher.
REFERENCES:
www.noisyclassroom.com
www.educationworld.com
Melissa Hall "Fun Classroom Debate Games" in www.classroomsynonym.com, accessed on 10.02.2017
www.debate.umv.edu