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Youth & Schools Activity
ACTIVITY

Mini-debate

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#Learning Protocols

Description

This learning protocol involves students engaging in structured arguments on a specific topic within a limited time frame, which helps them to develop their critical thinking and capacity for positive dialogue around tricky topics.

A mini-debate learning activity encourages students to explore the relevance of a topic by reflecting on the kinds of arguments that should be considered.

Mini-debates help students to develop a capacity for collaboration and respectful dialogue around significant ideas, so they can better navigate diverse perspectives in an increasingly complex society.

1. Assign the Topic & Teams

Explain the nature of a mini-debate, and the efficiency that’s needed within the time limits for the stages of the activity.

Communicate the topic that has been chosen.

Divide the class into small groups, and allocate a range of group ‘mandates’. e.g.

  • one group to completely agree
  • one group to disagree tenaciously
  • one group to be concessive
  • one group to find the good in both sides of the debate
  • one to find the flaws in both the for and against perspective
  • etc.
2. Research and Prepare

Give the students a limited amount of research time. Stress that groups need to be strategic and efficient in this stage of their preparation.

Once again allocate a limited amount of time for the groups that to consolidate their thoughts and develop their main arguments. If they have time they may consider some of the counterarguments that other groups may want to contribute.

3. Conduct the Debate

Explain the process and parameters of the debate. You can make this debate phase as short or as long as the topic needs.

Facilitate the ‘mini-debate’ as a class discussion. This could be done using a digital discussion platform, or by giving 30 second timeframes for each group. Or you may choose a written method, then the groups read each others arguments? Up to you.

4. Feedback & Reflection

Lead a class discussion after the debate to reflect on the arguments and insights gained. The ultimate goal is to identify when students were able to recognise the value of another groups’ perspective in broadening their opinions.

You could ask students to write a brief reflection on their debate experience – what they learned about the topic and how they felt about the process.