Formal Debate Discussion Strategy: Explanation
A formal debate is a highly structured, turn-taking discussion in which participants are bound by rules designed to create a competitive, antagonistic (in the sense that the two sides are opposed to one another) format.
You can structure a formal debate in several ways. The method presented here is a standard variation.
A proposition is put forward.
There are two teams, one of which will argue in favour of the proposition and one of which will argue against.
Each team is expected to field three debaters. Their roles are as follows:
- Proposer. This person sets out the main thrust of their team’s argument. They make the case for what they are arguing.
- Seconder. This person brings in supplementary points that add to the proposer’s argument. They also rebut the arguments put forward by the opposition.
- Closer. This person presents a summary of their team’s position and rebuts the opposition’s argument. Their role is to leave the audience convinced that they are the team who have things right.
Teams are given time to prepare their arguments and to identify who will take on each role.
Any team members who do not have a role are expected to help develop the team’s arguments and to come up with questions that they could pose to the opposition at the end of the speeches.
This reflects the fact that when using formal debate, you will nearly always have teams that are larger than three learners.
For example, an A Level economics teacher with twelve learners might decide to run a formal debate.
They would have two teams of six. In each team there would be a proposer, a seconder and a closer, leaving three learners who won’t speak in the debate.
This is to be expected but also illustrates why it is important to ensure they are fully involved in the planning phase and understand the expectation that they will be called on to ask questions once the speeches have been delivered.
The room is arranged as follows:
- A table is placed at the front with a single chair. This is for the person who will be chairing the debate (most likely the teacher).
- One table and three chairs are placed either side of this. The two teams will occupy these seats.
- The rest of the chairs are arranged in rows facing the tables. The remainder of the class will sit here; they will be the audience.
The debate is structured as follows:
- The team in favour of the proposition go first. Their proposer speaks for three minutes, followed by the opposition team’s proposer.
- The seconder who is in favour of the proposition then speaks for two minutes. They are followed by their opposite number.
- The closer who is in favour of the proposition then speaks for ninety seconds with the opposing closer following straight after.
- Finally, the chairperson opens the debate to the floor so that audience members can ask questions to both teams. All three team members are allowed to answer these questions.
- The debate concludes either with a vote for the winners or with the chairperson deciding which team has won. (Timings are indicative and can be altered to suit.)
Formal Debate Discussion Strategy: Example
Topic: Developmental Psychology
The teacher presents the following proposition: ‘Nature rather than nurture is the key factor in human development.’
The class is divided in two. One half will argue in favour and one half will argue against the proposition.
It is important that learners are made aware of the format of the debate before they begin their preparations.
This ensures they know exactly what is expected of them and for how long they will have to talk.
The teacher spends the preparation time flitting between the two groups, helping them with their work.
A classic strategy here is for the teacher to ask probing questions that help learners think more deeply about their arguments.
One risk with the activity is that, if the groups are large in number, some learners may end up feeling there is nothing for them to do.
It can be useful to set out a series of roles that each group must divvy up.
For example:
- Speech Writers
- Question Writers
- Speakers
- Identifiers of counter-arguments
- Rebuttal Writers
In the debate itself, the teacher takes on the role of chairperson.
On occasion this may be done by a learner, though generally the teacher is better placed to play the part.
The role is that of a neutral judge overseeing proceedings. The job involves maintaining order, ensuring fairness, and making certain both teams keep to the rules.
As has been noted, the chairperson may also be required to choose a winner.
If this is the case, it should be made clear well in advance what criteria will be used to make such a judgement.
This will forestall any criticism of whatever decision is made.
In our example, the debate provides an excellent opportunity for learners to think critically about the developmental psychology they have been studying.
The activity creates an environment that is highly active, with the competitive nature of the format pushing learners to think at length about their own arguments and the arguments their opponents might put forward.
This illustrates how you can use formal debate to help learners engage in active practice, meaningful recall, and higher order thinking (particularly analysis and evaluation, levels four and six in Bloom’s Taxonomy).
Formal Debate Discussion Strategy: Extensions and Developments
- Provide learners who are in the audience with peer-assessment sheets. These should include a range of categories such as: strength of arguments; quality of speech; and use of language. Ask each learner to choose two of the speakers from the opposing side and to assess their performance. Emphasise that constructive criticism should be outweighed by positive comments.
- Ask learners to orate rather than just speak. Introduce three rhetorical devices at the start of the lesson and challenge each speaker to use at least one of them.
