[email protected] DraftIDYVPilotDocument Spring2011 Discover Your Voice International Resources for teaching speech and debate in schools About this guide This guide is for people working with pupils aged between 11 and 18 who want to get them speaking persuasively and debating issues. - This guide is for beginners-----you do not need to have seen a public speech or debate before to use it. - You do not need to read the whole guide. It is designed so you can start at the beginning, with some simple ideas to start pupils talking, and then progress through as many sections as you want. - The beginning of the is devoted to teaching very basic speaking skills, as the guide progresses it divides guide into more specific sections on debating and public speaking. - Some pages of this guide will have a large (Photocopy Symbol) at the top, indicating their suitability to photocopy and distribute to your students. - This guide is produced by the English-Speaking Union, a registered charity which also runs the website www.esu.org where you can find more resources to help you and information about our other programmes. 1 [email protected] DraftIDYVPilotDocument Spring2011 Contents A: An introduction to speech and debate (5-18) Why should you introduce debating to your students? How to get students speaking and debating. - Why debate? (Senior management, teachers and pupils) - Ways to use speech and debate (Parliamentary debates, public speaking, balloon debates, role play and mock government exercises). - Frequently asked questions. - What makes a speaker persuasive? B: Exercises to get pupils speaking (19-40) A range of games, exercises and resource sheets to improve persuasive speaking skills. - Warm up ideas and exercises to get pupils talking. - Exercises to help pupils choose persuasive language and to control their speaking styles. - Expression and delivery handout. - Activities to help pupils construct and argument (PEEL). - Exercises to help pupils listen, respond and disagree and handout. - Activities for argumentation and rebuttal C: Parliamentary debating (41-62) An explanation of the rules of the most common debating format. - What happens in a debate? (The basics) - What happens in a debate? (In further detail) - Points of Information. - Suggested motions (education, government, young people, sport, the environment, culture, the world, health, morality and ethics) - Curriculum related motions advice. - Preparing for a debate & handout. - Handouts for chairperson, main speakers, summary speakers and rebuttal. - Sample pupil notes D: Debating as part of the curriculum (63-75) Advice on using debate to meet curriculum targets in a number of subjects. - The benefits of using debate within the curriculum. - Running a debate in class. - Planning a lesson to introduce debating. - Debating in English. - Debating in Politics or Civics lessons. - Debating in History. - Debating in other subjects: Science, Geography, Religious Studies, Music, Art E: Public speaking (76-94) - Explaining the format and choosing a topic. - How to research, prepare and structure your speech. - How to engage a particular audience and catch their attention - How to respond to questions effectively. - A sample lesson plan for the use of public speaking in history (unfinished) F: Public speaking as part of the curriculum (95-100) - Introductory lesson plans for public speaking in the curriculum 2 [email protected] DraftIDYVPilotDocument Spring2011 G: Extended debating formats for a class of 30 or more (101-109) How to use debating with your whole class - How to actively involve your whole class in a debate - Extended formats with judges and reporters - Further alternatives for using debate with a whole class H: Judging, assessing & providing feedback on debates (110-116) How to get the most out of your debates and develop your students skills further - Criteria for adjudicating debates. - Mark scheme for speeches. - How to take notes and how to adjudicate debates. - Announcement, justification and feedback. I: The next level: how to develop debating and public speaking skills further (117-140) Detailed advice on debating strategy with tailored exercises to help your students improve. - Proposition strategy (definitions, analysis debates, proof burdens and case division). - Exercises to improve proposition strategy (Alternative Definitions, 2 Minute Proposition, Proposition Rewind, The ‘Why?’ Game, Pyramids, Stakeholders, Just One Point and, Pulling Heart Strings). - Opposition Strategy. - Exercises to improve opposition and rebuttal strategy (Rebuttal Tennis, Rebuttal Cricket, Open Motions, 2 Minute Opposition and, The Flow). - More tips for summary speeches. - Exercises to improve summary speeches and team work (The Condensing Machine, Mock Summaries, Backwards Debate, and Walls) - More debating exercises (Debate Team, In Ten Words, Running Out Of Ink, Lord Of the Points, Style Placards, Don’t Say The Word and Buzz!) - Logical fallacies. - Using Points of Information effectively. - Expression, delivery and rhetorical techniques. J: Extra-curricular debating (141-151) Debating in lunchtime or after school clubs and competitions between schools. - How to set up and run a debate club. - Running a debating competition. - Adjudicator results forms. - Alternative formats for debate (The Schools Mace Format, The World Schools Format and The British Parliamentary Format). - Strategy in British parliamentary debating. - Impromptu debates. K: Glossary (152-153) 3 [email protected] DraftIDYVPilotDocument Spring2011 Section A - An Introduction to Speech and Debate About this section - Reasons to teach speech and debate for school management, teachers and pupils - An overview of some ways to use speech and debate - Answers to frequently asked questions about using debating and persuasive speech - An introduction to what makes a speaker persuasive ‘‘I can’t believe the impact that speech and debate has had upon my students --- it’s improved their confidence and ability to think quickly.’’ 4 [email protected] DraftIDYVPilotDocument Spring2011 Why debating and public speaking? –for school management 1. A way to enrich learning in the classroom across all subjects - The ability to speak in public and debate are fantastic skills which can enrich learning in almost every subject throughout the school. Once a class has been introduced to speech and debate, teachers in all subjects can develop their students’ speaking and listening skills while also providing an active and challenging way to explore their own particular subject. - Speech and debate help develop critical thinking skills. They require students to have logical arguments and often to re-think their ideas. This must be done quickly and usually whilst working in a team. - Our models of speech and debate encourage students to take responsibility for their own learning through teamwork, extended preparation and adjudication. 2. A way to develop exciting extra-curricular opportunities for students - Lunchtime or after-school debating or public speaking clubs provide students with an opportunity to continue to learn about important issues in their free time. - When extra-curricular clubs are organised by the students themselves (see page 139 onwards) the committee members develop vital skills that will be invaluable in later life and work. 3. Promotes interaction between schools - Friendly debates and public speaking competitions between schools are an ideal way to build connections with other schools in your area. - A number of countries also organise national and international competitions which your team may be able to compete at. A successful team can provide an excellent way for the school to show pride in intellectual activity, just as its sports teams show pride in physical activities. 4. As a way to fulfil curriculum requirements Speech and debate are requirements of many subjects and the skills which they can impart to your students have a great ability to improve student performance. Below are several specific examples of curriculum demands for speech and debate or the skills which are developed by these activities. The list is not exhaustive but hopefully representative of an increasing and crucial demand for speech and debate. The International A-Level and International GCSE The International GCSE qualification in English Language requires students to: - ‘Understand and respond appropriately to what they hear’ (Course Aim); - ‘Understand order and present facts, ideas and opinions’ (AO3.S1); - ‘Use language and register appropriate to audience and context’ (AO3.S5) - ‘Communicate clearly the knowledge and insight appropriate for literary study’ (Assessment Objective) The International A-Level in English Language requires more advanced skills of the same kind. Students are required to: - ‘Develop the interdependent skills of reading, analysis and communication’ (Course Aim) - ‘Communicate clearly the knowledge and insight appropriate for literary study’ (Assessment Objective) 5 [email protected] DraftIDYVPilotDocument Spring2011 Furthermore, these skills are not just a requirement in English. A range of other subjects require pupils to develop speaking and debate skills as part of the syllabus. Students are required to: - ‘Recall, select, organise and deploy knowledge’ and ‘understand, interpret evaluate and use a range of sources as evidence...’ (AO1 & AO2, History IGCSE) - ‘Present a clear, concise, logical and relevant argument’ (AO4, History International A-Level) - ‘Analyse the viewpoints