phl310ca_r3_student_debate_procedures

Student Debate Procedure PHL/310CA Version 3 1 University of Phoenix Material Student Debate Procedures Purpose This debate is designed to help students make a more formal presentation about two sides of an issue. The presentation of an issue can often sway our opinions with the content or with the glamour, glitz, or professionalism of the presentation itself. Students research a specific topic of their choice using University Library resources. Note that this debate is not about opinion, but about facts. Every point students debate must come from a source found in the University Library or from some other credible source. Students must choose a relevant topic of interest and must perform research to answer a question about that topic. Students use this information to create a reference list that includes five references per team member that are consistent with APA guidelines. Procedures for Face-to-Face Debate 1. Students work in Learning Teams. Each Learning Team must present the pro and con side of the argument. 2. Each Learning Team picks one topic from the provided list of topics. Other topics not on the list may be included if approved by the facilitator. Time is allotted in Week Two to view the topics and to make selections. 3. Each Learning Team must choose who will represent the pro and con side to the class. Alternatively, the facilitator can do this. 4. Learning Teams must adhere to the following debate schedule—the facilitator will determine the time increments before the debate. a. The Learning Team members presenting the pro side of the issue go first for _____ minutes. b. The Learning Team members presenting the con side of the issue go second for _____ minutes. c. The pro group rebuts the other group’s arguments for _____ minutes. d. The con group rebuts the other group’s arguments for _____ minutes. 5. The facilitator keeps time and lets each speaker know that he or she is within 1 minute of the end of his or her time by a hand signal or by a sign that has 1 written on it. The break allows each Learning Team to prepare for the rebuttal. Ideally, each Learning Team member is required to speak during the debate; however, it may be more convenient to

Student Debate Procedure PHL/310CA Version 3 2 allow only one member of the group to present the rebuttal. This decision is at the discretion of the facilitator. 6. Following the debate, class members vote on which side of the issue presented the most effective argument by completing the University of Phoenix Material: Educational Issues Debate Review. a. Content refers to the actual material that is debated. Answer the following question: Which team presented the best case based on research, material, and logic of presentation? b. Format and presentation refers to readiness, to the ability to speak clearly, to preparation and organization, and to professionalism. Refer to the University of Phoenix Material: Educational Issues Debate Review. 7. Each group must submit its reference list. Each list must contain five references per team member. Rules  Everyone must participate in the preparation of his or her group's debate and in the rebuttal.  The reference list must not contain duplicate sources.  The reference list must be consistent with APA guidelines.  The debate must adhere to the generally accepted guidelines for a professional presentation,  The debate and rebuttal must not contain opinions. All issues brought up in the debate must originate from sources containing fact. Procedures for Online Debate 1. Students work in Learning Teams. Each Learning Team must present the pro and con side of the argument. 8. Each Learning Team picks one topic from the provided list of topics. Topics not on the list may be included if approved by the facilitator. 9. Learning Teams post their presentations with notes as Microsoft ® PowerPoint ® files in the Main forum. 10. Class members respond with questions about the issues. 11. Following the debate discussion, individuals post their responses to the debates in the University of Phoenix Material: Educational Issues Debate Review. a. Content refers to the actual material that is debated. Answer the following question: Which team presented the best case based on research, material, and logic of presentation?