Developing Critical Thinking Skills: Cross Examination DebateBy Reed Markham, Daytona State College

Debating current issues is a great way to develop a student’s critical thinking skills and maximize student participation in the classroom.  Successful debates involve the selection of audience centered topics.  In preparation for the debates students utilize research from library databases and the internet.  On the day of the debate students should bring copies of research, notes, and speech outlines.

A basic format for the Cross Examination Debate includes the following:

Participants: 2 teams- Affirmative and Negative (2 students in each team)

Class -debate judges

Room setup: Two tables, podium in the center, student debaters face the audience

Format:

The constructive speech is designed to give students an opportunity to prepare an extemporaneous speech using the Toulmin Model of Argumentation.

First Affirmative Constructive speech (6 minutes)

Outline format:

Attention getting introduction

Debate Resolution

Definitions- key terms in the debate resolution

Body- utilize a modified Toulmin Model containing a claim statement, evidence (sources must be cited), and impact (personal opinion describing the significance of the argument).  Three claims must be presented.

Conclusion- brief conclusion summarizing key arguments and concluding with an attention getter.

 

Cross Examination (3 minutes) by a member of the Negative team- each participant is expected to participate as a questioner and as a respondent during the debate.

First Negative Constructive speech (6 minutes)

Outline format:

Attention getting introduction

Debate Resolution- negative team indicates that they disagree with the debate resolution

Definitions- key terms in the debate resolution

Body- utilize a modified Toulmin Model containing a claim statement, evidence (sources must be cited), and impact (personal opinion describing the significance of the argument).  Three claims must be presented.

Conclusion- brief conclusion summarizing key arguments and concluding with an attention getter.

Cross Examination (3 minutes) by a member of the Affirmative team

Second Affirmative Constructive speech (6 minutes)

Outline format:

Attention getting introduction

The second speaker does not repeat the debate resolution and definitions- goes directly to the body of the speech

Body- utilize a modified Toulmin Model format – claim statement, evidence (sources must be cited), and impact (personal opinion describing the significance of the argument).  Second speaker has two must pick one of two options for the body of the speech- (first option) present three, new independent claims (4, 5, 6) on the issue; (second option) reiterate claims presented by the first speaker, adding more evidence- examples, case studies, statistics, quotations.

Conclusion- brief conclusion summarizing key arguments and concluding with an attention getter.

Cross Examination (3 minutes) by a member of the Negative team

Second Negative Constructive speech (6 minutes)

Outline format:

Attention getting introduction

The second speaker does not repeat the debate resolution and definitions- goes directly to the body of the speech.

Body- utilize a modified Toulmin Model format – claim statement, evidence (sources must be cited), and impact (personal opinion describing the significance of the argument).  Second speaker has two must pick one of two options for the body of the speech- (first option) present three, new independent claims (4, 5, 6) on the issue; (second option) reiterate claims presented by the first speaker, adding more evidence- examples, case studies, statistics, quotations.

Conclusion- brief conclusion summarizing key arguments and concluding with an attention getter.

Cross Examination (3 minutes) by a member of the Affirmative team

Preparation (prep time) for the rebuttal (5 minutes)

The rebuttal is an impromptu speech designed to give students the opportunity to think critically, analyze their opponents’ arguments, and develop a strong closing statement.

First Affirmative Rebuttal speech (4 minutes)

Outline format:

Attention getting introduction

Body of the speech- focus on at least three voting issues- presenting reasons why the class (acting as judges) should vote for the Affirmative team.  Speaker needs to be responsive to opponents’ arguments, identify fallacies, and emphasize key arguments from the constructive speech.

Conclusion- brief summary and attention getter

First Negative Rebuttal speech (4 minutes)

Outline format:

Attention getting introduction

Body of the speech- focus on at least three voting issues- presenting reasons why the class (acting as judges) should vote for the Affirmative team.  Speaker needs to be responsive to opponents’ arguments, identify fallacies, and emphasize key arguments from the constructive speech.

Conclusion- brief summary and attention getter.

Second Affirmative Rebuttal speech (4 minutes)

Outline format:

Attention getting introduction

Body of the speech- focus on at least three voting issues- presenting reasons why the class (acting as judges)  should vote for the Affirmative team.  Speaker needs to be responsive to opponents’ arguments, identify fallacies, and emphasize key arguments from the constructive speech.

Conclusion- brief summary and attention getter.

Second Negative Rebuttal speech (4 minutes)

Outline format:

Attention getting introduction

Body of the speech- focus on at least three voting issues- (presenting reasons) why the class (acting as judges)  should vote for the Affirmative team.  Speaker needs to be responsive to opponents’ arguments, identify fallacies, and emphasize key arguments from the constructive speech.

Conclusion- brief summary and attention getter.

Cross Examination rules and strategies:

Questioner-

Take the time to research and read about arguments on both sides of the issue

Prepare questions in advance of the debate (but keep in mind that spontaneous questions have the greatest impact)

Use follow up questions, if necessary

Avoid general questions

Ask specific, probing questions

No personal questions (personal questions are irrelevant)

Use your research to reference questions

You may ask questions about any issue or idea related to the debate topic

Face the audience as you ask questions

10.  Avoid the shotgun approach to asking questions

11.  Don’t let the respondent ramble- feel free to interrupt the respondent after they have given a fair response to a question

12.  Use your time wisely- ask your best questions first

13.  Take notes during your opponent’s speeches

14.  The cross examination is for questions, not rebuttal speeches

Respondent-

Take the time to read several resources in preparation for your debate

Practice responding to questions with your debate team member in advance of the debate

Avoid responding like a politician- make sure you answer the question

Take advantage of generalized questions- feel free to elaborate on your response- it is the responsibility of the questioner to interrupt your response and ask another question

Don’t respond to personal questions (personal questions are irrelevant)

Use your research to reference question

Face the audience as you respond to questions

Remember- your debate team member cannot answer questions for you- be prepared

Classroom audience:

*Class members are expected to attend the debates and serve as debate judges.  Each class member will use the argument flowsheet method of note taking during the debate.  At the end of the debate class members will write down the name of the team that did the best job of debating the issues. Describe the reasons why you were persuaded to vote for that team. Make sure your name in is on the argument flowsheet.

*Class members need to set aside their personal opinions as debate judges.  Judges are expected to be fair and impartial judges.  Do not ask questions or interrupt the debate participants.

*Class members need to turn in their argument flowsheet at the end of the debate to receive credit for the assignment.

Debate preparation:

*Debate team members and opponents work together to prepare a debate resolution.  This is a competitive debate- do not work with your opponents after a decision on a resolution has been made.  Canned debates will receive significant grade reductions.

*Do not sit during the presentation of your speeches and cross examination.

*Results of the class vote will be announced at the end of the debate by the professor.

*Fairness doctrine applies to each speech delivered- speakers must stop speaking when the time limit has been reached. Student participants may use a stopwatch during the debate.

*Students are required to turn in copies of their research at the end of the debate.

*Laptops may not be used during the debate.

*Visuals are not required for this assignment. Do not use PowerPoint- the focus of the debate is on the development of verbal images and ideas.

This debate format gives students an opportunity to prepare a research based speech, respond and ask questions, and develop an impromptu concluding statement.  Audience members are actively involved in taking notes and making a decision about who is more successful.

The public perception of a person’s path through Toronto education has for the longest time been “one then done,” with every student following the same basic route: High school, post-secondary, and then onto the workforce, without a glance back. The idea of continuing education, or further education later in life carries certain stigmas around it which should be dispelled. There are many benefits to pursuing education further down the road. It can enhance your life, it can forward your career, and it can be done on your terms, without disturbing the life you already lead. Let’s take a closer look at these benefits:

1. The world is changing, and it pays to keep up
   Really, you should never stop learning. The world advances and evolves, and it can benefit you to stay current. More importantly, though, you may have to. As the times change, so does what you need to know to stay on the job. What you learned when you were in school may now be less relevant to your career, and keeping abreast of the technology and practices of your organization is a never-ending process.If you’re in engineering, or machines, or computing, or anything else involving technology, it’s particularly essential to learn about the latest developments, and the practices that go with them. After all, if there’s one constant to technology, it’s that it’s always changing. The good news is that with continuing education, you’ll never have to fulfill the stereotype of the old-timer that doesn’t understand the gadgets that kids are using. It’s entirely possible to stay on top of technology. Furthermore, there’s a social good to be done. If you know best practices, you can contribute positively to society, particularly if you’re in education or personal care. College education can ensure you’re up to date with those best practices.
2. You can get a whole new career, or augment your existing one
   Even when it isn’t essential, keeping up to date can get you noticed in your workplace. If you’re any sort of professional, an educational certification specifically stating that you’re knowledgeable about the latest standards and practices can provide true proof of that professionalism. You could see promotions, pay raises, or even brand new opportunities.Or maybe you’re tired of your current job, and want to get into something you can be passionate about, or where there’s more room for advancement. After all, industries like hospitality are rapidly growing, and you can use your education to specifically go where the jobs are.But this doesn’t have to be about your job, or advancing your career, or even money. Maybe you’re not interested in changing that. And that’s fine, because…
3. It can be for your personal growth, too
   You don’t have to be enrolled simply for the sake of your career. Maybe there’s something you’re passionate about that you want to learn more of, like how to fix your car, or dancing, or even another language. Or perhaps you want to keep your mind sharp, or get out and socialize with people that share your interests. Whether you’re a beginner, or an expert looking to update their knowledge, there’s room for every interest. And you can find room for it too, since…
4. You don’t have to give up years of your life, or your job.
   A good college program will understand your needs: You need money to keep living, and cutting your job out to go back to school makes the financially-savvy side of you twitch a little bit. A good post-grad curriculum doesn’t have to follow the traditional class structure. You could participate in single-day workshops, or weekly ones, or single specific classes. And those classes can be in the evening, or on weekends, perfect for your 9-5 workday. Aside from variable class times, there’s even another option entirely…
5. You don’t have to physically go back, either.
   It turns out you no longer need to literally go back to school to go back to school. Maybe it’s the commute, or time, or the location, but if the idea of dragging yourself down to a classroom isn’t appealing, there’s distance learning, where you won’t have to put your job or career or family or personal commitments on hold.With distance learning, you can keep working, and have an academic workload you can shift around as necessary. Online learning is led by a professional instructor, same as a class. You can access the online classroom 24-7, and access course materials and assignments when you have the time. There’s even Correspondence or Print-based courses if you’re taking it offline.Centennial College’s School of Continuing Education can give you the chance to upgrade your job or life skills, with its selection of flexible, practical programs. Whether in the classroom or through distance learning, you’ll be connected to professionals with real-world experience, ready to pass their benefits on to you. It’s never to late to learn, and the school is flexible enough to teach you on your own terms. Have a look at its programs, and let them guide you through the next step of your lifelong learning experience.

Most people have heard the phrase ‘random acts of kindness’, which refers to a selfless act of giving resulting in the happiness of another person. Terms like this are increasing in popularity around the world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.It seems we just can’t get enough of those addictive feel good emotions and with good reason.

 

Scientific studies have shown that kindness has a great number of physical and emotional benefits, and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy, well-rounded individuals.

 

Patty O’Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive psychology with special attention to the educational arena. She believes that “kindness changes the brain by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that students feel and empathy is a strength that they share.”

 

A great number of benefits have been reported to support the theory of teaching kindness in schools:

 

1. Happy Children

Science explains that the good feelings we experience when being kind are produced by endorphins that activate areas of the brain that are associated with pleasure, social connection and trust, and it’s proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver and recipient.

 

2. Increased Peer Acceptance

Research on the subject has determined that kindness increases our ability to form meaningful connections with others. Studies show that kind, happy children enjoy greater peer acceptance because they are well-liked and that better than average mental health is reported in classrooms that practice more inclusive behaviour due to an even distribution of popularity.

 

3. Improved Health and Less Stress

It’s widely documented that being kind can trigger a release of the hormone oxytocin which has a number of physical and mental health benefits as it can significantly increase a person’s level of happiness and reduce stress. More recently though, it’s been found it plays a significant role in the cardiovascular system, helping protect the heart by lowering blood pressure and reducing free radicals and inflammation, which incidentally speed up the aging process.

 

4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a ‘helpers high’ when they do a good deed, a rush of endorphins that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful feeling of optimism and self worth.

 

5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them with a real sense of perspective and helps them appreciate the good things in their own lives.

 

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows them greater attentions spans and enables more creative thinking to produce better results at school.

 

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, “unlike previous generations, today’s adolescents are victimizing each other at alarming rates.” They argue adolescent bullying and youth violence can be confronted through in-school programs that integrate “kindness — the antithesis of victimization.”
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and often with little impact. Teaching kindness and compassion in schools, not only fosters the positive behaviour that creates warm and inclusive school environments, but helps children feel that they belong. It’s documented that the effects of bullying can be significantly reduced by integrating kindness based programs in schools.

 

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in the brain. It’s also found that serotonin levels are increased in both the giver and receiver of an act of kindness, as well as anyone who witnesses that kindness, making it a wonderful natural antidepressant.

 

 

Maurice Elias, a professor at Rutgers University Psychology Department says that “as a citizen, grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness. Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place.

 

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing and soul cleansing.

 

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school, neighborhood, and society.”

 

It’s become quite clear that modern education must encompass more than just academics, that in order for children to develop into happy, confident, well-rounded individuals, matters of the heart must be taken seriously and nurtured as a matter of priority.

 

 

References:

http://www.edutopia.org/blog/sel-teaching-kindness-maurice-elias

http://www.huffingtonpost.com/david-r-hamilton-phd/kindness-benefits_b_869537.html

http://www.psychologytoday.com/blog/positive-psychology-in-the-classroom/201302/the-positive-psychology-kindness

http://phys.org/news191601357.html

http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0051380