“Order… Order” – Why RS is the best subject A philosopher who is not taking part in
Transcription
“Order… Order” – Why RS is the best subject A philosopher who is not taking part in
“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. 1 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 2 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) 3 (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 4 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 5 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.” 6 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. 7 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. 8 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. 9 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. 10 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? 11 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 12 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) 13 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 14 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. 15 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 16