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“ 
Damelli – Fagúndez – Prieto 
Big Event 
Montevideo , 
26th , 27th September
Menu 
 What ? 
 Why ? 
 How ?
“A formal discussion of a particular problem, 
subject, etc in which people express different 
opinions, and sometimes vote on them.” 
By Longman Dictionary
● A discussion on a topic of interest between two 
teams that takes place in the classroom as the 
outcome of a learning process.
Why? 
 Promotes Critical Thinking Skills 
 Students move forward into Depth of 
Knowledge from LOTS to HOTS 
 Enables students to develop both convergent 
and divergent thinking 
 Fosters cooperative learning 
 Teacher is empowered to Integrate skills 
 Promotes values
Debating with teenagers  to enhance  Critical Thinking Skills
Integration of Skills 
● Language as a real means of communication 
● Students` progress is tracked in the different 
skills at the same time. 
● Content learning is enhanced. 
● Language, cognition and social awareness are 
brought together.
How? 
SUCCESS
● SELECTION OF THE TOPIC 
● RESEARCH 
● COLLABORATIVE ACTIVITIES 
● DEBATE TAKES PLACE
HOW TO SELECT THE TOPIC 
 Topic chosen democratically 
 Topic should be controversial
Controversial question 
● Facts: Should we lower the age of criminal 
liability? 
● Values: Should gay couples be allowed to 
adopt? 
● Policies: Are zoos the right place for animals?
How to do research 
● Using different sources 
(authentic material) 
- videos 
- magazines 
- newspapers 
- wikis 
- blogs 
- podcasts 
● Students do collaborative 
activities to share and 
discuss their findings.
USEFUL PHRASES FOR DEBATING 
 STATING YOUR ARGUMENTS: 
• THE FIRST POINT WE WOULD LIKE TO MAKE 
IS… 
• OUR POSITION IS THE FOLLOWING… 
• HERE’S THE MAIN POINT WE WANT TO MAKE 
• WE’D LIKE TO DEAL WITH SOME POINTS HERE. 
FIRSTLY, 
• WE BELIEVE/THINK/RECKON THAT…
 ANSWERING TO THE OTHER SIDE’S POINT OF VIEW: 
• I SEE YOUR POINT BUT WE THINK… 
• THAT’S ALL VERY INTERESTING BUT THE PROBLEM IS… 
• WE CAN SEE WHAT YOU’RE SAYING BUT WE BELIEVE… 
• WE THINK YOU’VE GOT A POINT THERE, NOW LET US 
RESPOND TO IT. 
• THAT’S NOT QUITE RIGHT BECAUSE… 
• WE’D LIKE TO FOCUS ON …. THAT THE OTHER SIDE HAS NOT 
MENTIONED. 
• SORRY, WE JUST HAVE TO DISAGREE WITH YOUR POINT 
BECAUSE… 
• I MUST STRESS THAT OUR POINT HAS NOT BEEN REFUTED 
• BY THE OTHER SIDE.
 SUMMING UP YOUR IDEAS: 
• TO RECAP THE MAIN POINTS WE CAN SAY…. 
• LET’S SUM UP OUR POSITION IS THIS DEBATE… 
• IN SUMMARY WE WANT TO POINT OUT… 
• ALL IN ALL, WE CAN SAY THAT… 
• ON BALANCE, WE BELIEVE THAT…
Debating with teenagers  to enhance  Critical Thinking Skills
DEBATE DAY 
 RULES 
 RUBRIC 
 POSITION
Debating with teenagers  to enhance  Critical Thinking Skills
Moderator 
Speaker 1 Speaker 1 
Team Leader 
Speaker 2 
Jury 
Team Leader 
Speaker 2
THE DEVELOPMENT 
 PRESENTATION OF THE POSITION AS A 
WHOLE – TEAM LEADERS 
 ARGUMENTS – REBUTTING 
 CONCLUSIONS - TEAM LEADERS
● Team Leader FOR (2 
minutes) 
● First Speaker FOR (3 
minutes) 
● Second Speaker FOR (3 
minutes) 
● Team Leader FOR (2 
minutes) 
● Team Leader AGAINST (2 
minutes) 
● First Speaker AGAINST (3 
minutes) 
● Second Speaker AGAINST (3 
minutes) 
● Team Leader AGAINST (2 
minutes)
You can watch this video on : http://youtu.be/wIVs_GZ9Jps
ROUNDING OFF 
 Students become better Critical thinkers and 
communicators. 
 Students improve social interactions. 
 Students become more understanding and 
sensible. 
 Their voices are heard 
 It is memorable. 
 Helps students to become better citizens of the 
Real World.
You can watch this video on :http://youtu.be/adxicfHXvMk.
● Using debates in the classroom provides students with 
the opportunity to explore real - world topics and 
issues. Debates also engage students through self-reflection 
and encourage them to learn from their 
peers. Finally, debates prepare students to be more 
comfortable engaging in dialogue related to their 
beliefs as well as areas of study. By participating in a 
debate team, students learn the art of persuasion. 
Students also benefit from the experience of speaking 
in public. In addition, debates increase students´ 
academic performance. 
By Leuser, D. (n.d.). Classroom debates
Debating with teenagers  to enhance  Critical Thinking Skills
Bibliography 
● Burden, R; Williams M. “Psychology for language 
teachers” Cambridge University Press 2002. 
● Harrington D. Lebeau C. Lubetsky M. “Discovery 
debate basic skills for supporting and refutting 
opinions” Language Solutions Inc. 2000 
● Kolb D. Convergent and Divergent Thinking 
● Snider a. “Debates as a method for improving critical 
thinking and creativity”. World Debate Institute, 
University of Vermont. 
● Taller K. , Vogt S. “World school championships” 
2003.
Debating with teenagers  to enhance  Critical Thinking Skills
Debating with teenagers  to enhance  Critical Thinking Skills
Debating with teenagers  to enhance  Critical Thinking Skills

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Debating with teenagers to enhance Critical Thinking Skills

  • 1. “ Damelli – Fagúndez – Prieto Big Event Montevideo , 26th , 27th September
  • 2. Menu  What ?  Why ?  How ?
  • 3. “A formal discussion of a particular problem, subject, etc in which people express different opinions, and sometimes vote on them.” By Longman Dictionary
  • 4. ● A discussion on a topic of interest between two teams that takes place in the classroom as the outcome of a learning process.
  • 5. Why?  Promotes Critical Thinking Skills  Students move forward into Depth of Knowledge from LOTS to HOTS  Enables students to develop both convergent and divergent thinking  Fosters cooperative learning  Teacher is empowered to Integrate skills  Promotes values
  • 7. Integration of Skills ● Language as a real means of communication ● Students` progress is tracked in the different skills at the same time. ● Content learning is enhanced. ● Language, cognition and social awareness are brought together.
  • 9. ● SELECTION OF THE TOPIC ● RESEARCH ● COLLABORATIVE ACTIVITIES ● DEBATE TAKES PLACE
  • 10. HOW TO SELECT THE TOPIC  Topic chosen democratically  Topic should be controversial
  • 11. Controversial question ● Facts: Should we lower the age of criminal liability? ● Values: Should gay couples be allowed to adopt? ● Policies: Are zoos the right place for animals?
  • 12. How to do research ● Using different sources (authentic material) - videos - magazines - newspapers - wikis - blogs - podcasts ● Students do collaborative activities to share and discuss their findings.
  • 13. USEFUL PHRASES FOR DEBATING  STATING YOUR ARGUMENTS: • THE FIRST POINT WE WOULD LIKE TO MAKE IS… • OUR POSITION IS THE FOLLOWING… • HERE’S THE MAIN POINT WE WANT TO MAKE • WE’D LIKE TO DEAL WITH SOME POINTS HERE. FIRSTLY, • WE BELIEVE/THINK/RECKON THAT…
  • 14.  ANSWERING TO THE OTHER SIDE’S POINT OF VIEW: • I SEE YOUR POINT BUT WE THINK… • THAT’S ALL VERY INTERESTING BUT THE PROBLEM IS… • WE CAN SEE WHAT YOU’RE SAYING BUT WE BELIEVE… • WE THINK YOU’VE GOT A POINT THERE, NOW LET US RESPOND TO IT. • THAT’S NOT QUITE RIGHT BECAUSE… • WE’D LIKE TO FOCUS ON …. THAT THE OTHER SIDE HAS NOT MENTIONED. • SORRY, WE JUST HAVE TO DISAGREE WITH YOUR POINT BECAUSE… • I MUST STRESS THAT OUR POINT HAS NOT BEEN REFUTED • BY THE OTHER SIDE.
  • 15.  SUMMING UP YOUR IDEAS: • TO RECAP THE MAIN POINTS WE CAN SAY…. • LET’S SUM UP OUR POSITION IS THIS DEBATE… • IN SUMMARY WE WANT TO POINT OUT… • ALL IN ALL, WE CAN SAY THAT… • ON BALANCE, WE BELIEVE THAT…
  • 17. DEBATE DAY  RULES  RUBRIC  POSITION
  • 19. Moderator Speaker 1 Speaker 1 Team Leader Speaker 2 Jury Team Leader Speaker 2
  • 20. THE DEVELOPMENT  PRESENTATION OF THE POSITION AS A WHOLE – TEAM LEADERS  ARGUMENTS – REBUTTING  CONCLUSIONS - TEAM LEADERS
  • 21. ● Team Leader FOR (2 minutes) ● First Speaker FOR (3 minutes) ● Second Speaker FOR (3 minutes) ● Team Leader FOR (2 minutes) ● Team Leader AGAINST (2 minutes) ● First Speaker AGAINST (3 minutes) ● Second Speaker AGAINST (3 minutes) ● Team Leader AGAINST (2 minutes)
  • 22. You can watch this video on : http://youtu.be/wIVs_GZ9Jps
  • 23. ROUNDING OFF  Students become better Critical thinkers and communicators.  Students improve social interactions.  Students become more understanding and sensible.  Their voices are heard  It is memorable.  Helps students to become better citizens of the Real World.
  • 24. You can watch this video on :http://youtu.be/adxicfHXvMk.
  • 25. ● Using debates in the classroom provides students with the opportunity to explore real - world topics and issues. Debates also engage students through self-reflection and encourage them to learn from their peers. Finally, debates prepare students to be more comfortable engaging in dialogue related to their beliefs as well as areas of study. By participating in a debate team, students learn the art of persuasion. Students also benefit from the experience of speaking in public. In addition, debates increase students´ academic performance. By Leuser, D. (n.d.). Classroom debates
  • 27. Bibliography ● Burden, R; Williams M. “Psychology for language teachers” Cambridge University Press 2002. ● Harrington D. Lebeau C. Lubetsky M. “Discovery debate basic skills for supporting and refutting opinions” Language Solutions Inc. 2000 ● Kolb D. Convergent and Divergent Thinking ● Snider a. “Debates as a method for improving critical thinking and creativity”. World Debate Institute, University of Vermont. ● Taller K. , Vogt S. “World school championships” 2003.