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  • Spar Debates | idebate.org
    Motions Top 100 Debates Debate Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Spar Debates Introductory Exercises List a number of common easily debatable topics on the board Have two students come to the front of the room After a coin toss the winning student selects either the topic then their opponent selects the side affirmative or negative or selects the side then their opponent selects the topic Both debaters receive five minutes to prepare Then a very quick debate occurs Affirmative opening speech 90 seconds cross examination 60 seconds negative opening speech 90 seconds cross examination 60 seconds affirmative closing 45 seconds negative closing 45 seconds To keep the exercise running quickly two students can be preparing while another two are debating The debate lasts about as long as the preparation time Following the debates the class and the instructor can take the opportunity to discuss strong arguments strategies and goals to work on for the future In addition given the very short speaking times the instructor can also point out the importance of selecting the best

    Original URL path: http://oas.idebate.org/training/teaching-tools/spar-debates (2016-02-15)
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  • Point and Refutation | idebate.org
    and Sports Mega Events League of Young Voters RSS Facebook Twitter Login Username or e mail address You may login with either your assigned username or your e mail address Password The password field is case sensitive Remember me Forgotten password Connect Sign in using Facebook Register Search this site Home Debatabase Debatabase Guide Motions Top 100 Debates Debate Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Point and Refutation Introductory Exercises Decide on an Issue i e Should pets be allowed to live in cities Divide the group into two teams pros and cons Allow the group 5 to 10 minutes to consult and come up with a point for each person to present Seat the groups opposite each other The first person presents a point for their side pros usually should begin The first person on the opposite side makes a statement refuting the previous person then proceeds to present their point Continue down the line with each person refuting the previous opposition argument then presenting a new point of their own Printer friendly version Introductory

    Original URL path: http://oas.idebate.org/training/teaching-tools/point-and-refutation (2016-02-15)
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  • Skills Inventory | idebate.org
    League of Young Voters RSS Facebook Twitter Login Username or e mail address You may login with either your assigned username or your e mail address Password The password field is case sensitive Remember me Forgotten password Connect Sign in using Facebook Register Search this site Home Debatabase Debatabase Guide Motions Top 100 Debates Debate Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Skills Inventory Introductory Exercises Have students take out a blank sheet of paper Give them the instruction write down at least three skills that you have which may help you become a debater After giving students some time to think and write have students share their answers with the class Instructors should highlight answers such as I like to ask questions I always argue with my parents I have a lot of confidence or I like to try new things in order to reinforce the message that debate doesnt present an entirely new set of skills but is instead a way to use and develop many of the skills and interests they already have Printer

    Original URL path: http://oas.idebate.org/training/teaching-tools/skills-inventory (2016-02-15)
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  • Rebuttal Re-Gives | idebate.org
    Login Username or e mail address You may login with either your assigned username or your e mail address Password The password field is case sensitive Remember me Forgotten password Connect Sign in using Facebook Register Search this site Home Debatabase Debatabase Guide Motions Top 100 Debates Debate Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Rebuttal Re Gives Concluding Arguments Similar to the pick up rebuttal described above the process is for the student to deliver a final speech but this time it is a final speech from a debate in which the student participated or a debate which the student witnessed and flowed One way to set the stage is to have the student tear off the final column of the flow and to attach another column a blank one to the flow This exercise works best in a one on one setting with a coach the student gives the speech again re gives it in order to continuously improve the performance Ideally the speech should be given three times or more in order to keep

    Original URL path: http://oas.idebate.org/training/teaching-tools/rebuttal-re-gives (2016-02-15)
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  • Pick-up Rebuttal | idebate.org
    arguing that television emphasizes violence too much showing news of shooting and bombing and they say that this can only encourage more violence in society We have been responding by arguing that news is vital to social and political understanding and we said that they have shown no evidence that people mimic the news They haven t responded to the point of news being vital but they had some example of some crazy person copying a violent act he saw on the news we have never heard of this example They have been arguing that television lacks serious educational content Unfortunately we forgot about this issue and we haven t said anything about it in any of our speeches In their last speech they really emphasized this point to the judges They have also been saying that television provides a convenient way for politicians to lie to the public They don t have any examples but they say it happens all the time We responded by saying that television also allows the media to uncover the lies then they accused us of not having any examples Unfortunately we couldn t think of any They had a problem with our definition We said that modern meant in the present generation but they said that it meant the present century Oh they are also saying something else about violence They said that crime and violence has gone up at the same time that television has become more present in society they have statistics We said that we didn t think that it was logical to say that crime and violence have increased because of television but they responded by saying that they have statistics and we have none Our first argument was that television informs society We talked about current events weather

    Original URL path: http://oas.idebate.org/training/teaching-tools/pick-up-rebuttal (2016-02-15)
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  • Student Parliament | idebate.org
    Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Student Parliament Introductory Exercises Divide students into three or more political parties If they wish they can name their party and create a philosophy but it isn t necessary Have each student create a bill a policy proposal a new law or a change to an existing law Make a list of all of the bills from each party Allow members of each party to look at the list of bills proposed by the other two parties They must select at least half of those bills to oppose Give students about ten minutes of preparation time in which to 1 think about how they will defend their own bill and 2 think about how they will attack the bills which their party has decided to oppose Once the preparation time ends a parliamentary assembly begins The instructor acting as the speaker of the house invites the consideration of each bill in turn with students making speeches in favor of the bill and other students making speeches against the bill When

    Original URL path: http://oas.idebate.org/training/teaching-tools/student-parliament (2016-02-15)
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  • Flare for the Dramatic | idebate.org
    Debating Blog Free Speech Debate Global Youth Forum Global Debate and Public Policy Challenge International Public Policy Forum Online Mentoring Securing Liberty Series Youth and Sports Mega Events League of Young Voters RSS Facebook Twitter Login Username or e mail address You may login with either your assigned username or your e mail address Password The password field is case sensitive Remember me Forgotten password Connect Sign in using Facebook Register Search this site Home Debatabase Debatabase Guide Motions Top 100 Debates Debate Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Flare for the Dramatic Style and Delivery Have students take turns presenting short arguments to the class with varying body language and tone For example ask Student A to present his or her argument angrily Then ask Student B to present his or her argument sadly and so on Students can use their arguments from the Argument Presentation exercise Printer friendly version Introductory Exercises Argument Construction Social Role of Debate Preparation Analysis Format Affirmative Case Cross examination Negative Case Rebuttal Reconstruction Concluding Arguments Style and Delivery Developing

    Original URL path: http://oas.idebate.org/training/teaching-tools/flare-for-the-dramatic (2016-02-15)
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  • Emphasis Drills | idebate.org
    e mail address You may login with either your assigned username or your e mail address Password The password field is case sensitive Remember me Forgotten password Connect Sign in using Facebook Register Search this site Home Debatabase Debatabase Guide Motions Top 100 Debates Debate Now Community Debating Societies Discussions Groups News Events Training Offline Training Online Training Teaching Tools Glossary Multilingual Glossary Media Video Images Publications Handouts Securing Liberty Series My Debate Teaching Tools Emphasis Drills Style and Delivery There are a couple ways One method is to encourage students to read aloud selections from poetry that require emphasis and feeling Students are encouraged to vary pitch rate and inflection in order to convey the meaning and importance of various phrases In addition students should underline key words and phrases which should receive special stress While the emotional component of poetry is often clear any speech has at least the potential for a more emotional or emphatic presentation A second possibility then is to have students bring in written speeches their own or someone elses and have them underline key words and mark potential places for pauses The instructor can call on students to deliver the passages and comment

    Original URL path: http://oas.idebate.org/training/teaching-tools/emphasis-drills (2016-02-15)
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