Discussion and Debate in Post 16 Citizenship

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Discussion and Debate in Post 16 Citizenship

• South West Region
• 28 January 2009

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Discussion and Debate in Post 16 Citizenship

• Aims of the day
• to explore how to use language persuasively
• to consider  appropriate techniques to develop
   skills for effective argument
• to use engaging activities to encourage
  participation in discussion and public debate. 
• to share examples of good practice and experience
  activities for use with learners
• to select from a variety of resources and ideas
  to develop practice within your organisation.

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Anyone can argue!

• What is different about discussions in
  citizenship?
• Introductory group activity (25mins)
• What difficulties does this create for learners
  and staff?
• Record the issues you discuss to share with
  colleagues

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Skills for discussion and debate

• Expressing and justifying a point of view
• Thinking critically about arguments whats weak
  or strong?
• Presenting to an audience
• Researching information
• Working in groups
• Speaking clearly and fluently
• Providing evidence for a point of view
• Listening to others
• Analysing sources of information
• Talking persuasively
• Taking different points of view into account
• Recognise when language is being used
  persuasively
• Evaluating arguments
• Being able to tell fact from opinion
• Being able to detect bias and unreliable sources
  of information
• Explaining ideas clearly
• Putting what we say into a logical structure

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Learning about argument - techniques for
effective discussions about political issues

• Sandie Llewellin
• LSIS Consultant

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Learning about argument

• Aims of the session
• To know the difference between arguing and
  argument
• To understand the ground rules for discussion
• To engage in 2 activities that you might use with
  learners
• Activity One develops skills in argument
• Activity Two highlights how information, and
  lack of it, influences argument

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The Ground Rules

• Arguing and Argument are different
• Within a democracy, people can legitimately
  disagree (e.g. the state funds an official
  opposition party)
• There are acceptable ways of dealing with
  disagreement
• Views should be expressed in ways that are
  respectful and non-intimidating

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Learning to argue effectively

• What skills are involved?
• Making a logical and coherent case for your (or
  a) particular point of view
• Listening to the views of others
• Being able to challenge the views of others
  through counter-argument
• Being able to persuade others that your case is
  the one that should be accepted
• Doing so in a situation where the proceedings are
  conducted democratically
• Having listened to all the arguments, people can
  vote for the position they support

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Learning about argument

• Techniques for effective discussions about
  political issues
• Activity 1 - Responding to arguments
• Activity 2 - Facilitating controversial issues
• The truth about asylum seekers

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Learning about argument

• Techniques for effective discussions about
  political issues
• Activity 1 - Responding to arguments
• Groups of 3, pack of cards and 3 Roles -
• A. Putting forward an argument
• B. Presenting a counter argument or alternative
  point of view
• C. Observer and scorer
• A takes card and states the argument.
• B responds quickly with opposing point and a
  reason
• Observer scores 1 mark for opposing point and 2
  marks for the reason supporting that point.
  Makes brief comment about Good/Not so Good/Poor
  response
• After 5 turns change roles.
• After 5 turns change roles again so that each
  person has played each role.
• Discuss what skills used and how to improve.

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Learning about argument

• Techniques for effective discussions about
  political issues
• Activity 2 - The truth about asylum seekers
• In groups of 3 mind shower all you know about
  assylum seekers
• Take set of 12 cards and arrange to make a clock
  face with the card marked 1 at the one o clock
  position, card 2 at 2oclock etc.
• The position of the cards may change during the
  activity
• Read the statement on card 1 - your answer
  True or False will direct you to the next
  card ie True card 6 False card 7
• The right answer on the card you place at 12
  oclock position will lead to card 1. WINNER!
• Discuss where you get information from how
  accurate is it? does information influence our
  views?

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Making your point - techniques for promoting
discussion, identifying issues and thinking about
appropriate action

• Claire O Neill
• Parliament Education Office

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Politicians Bluff - activities for
understanding and using debate

• Neil Harvey Smith
• Debate Chamber

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PLENARY - reflection, resources,next steps

• How might you use the activities experienced
  today?
• Which resources will help?
• Will staff involved with delivery need some
  training to build their confidence to use these
  activities?
• Will Senior Management need to understand that
  there will be controversy and that disagreement
  is legitimate?
• Should there be a whole institution policy
  regarding discussion and debate about political
  issues?
• How could learners be involved in the process of
  developing a policy?