Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
In this FLM, students are asked to complete a fill-in-the-blank outline which accompanies all three videos, covering the topics of developing arguments, reasoning, and counterarguments. The completed outline will enhance the students’ note-taking skills and will serve as a summary of the FLM that they may refer to in the future.
proposition, argument, counterargument, pro/con side, inductive/deductive reasoning, premise, conclusion, debate etiquette
- Developing a proposition, argument, and counterargument
- Inductive and Deductive Reasoning
- Debate Structure
Worksheet: Debates Module Outline
- A debate is: __________________________________________________
- Learning how to effectively participate in a debate can have a positive impact on your writing skills
- A proposition is: __________________________________________________
- Two of the most effective types of reasoning are (define each one):
- (Type 1)__________________________________________________
- (Type 2)__________________________________________________
- Three tips for effective debating are:
- (Tip 1)__________________________________________________
- (Tip 2)__________________________________________________
- (Tip 3)__________________________________________________
Video 1: Developing a proposition, argument and counterargument
Video 2: Inductive and Deductive Reasoning
Debates Online Activity 1
The Globe Spotlight Team examined Boston-area universities’ enrollment patterns as part of its exploration into why Boston is seen nationally as a city unfriendly to black people. It looked at the role area universities play in educating a critical mass of African-American graduates–people who could, as in other cities, form the next generation of civic and political leadership. It found that Boston-area universities are not producing that critical mass. The reason? Some area universities do not appear to have shown the will or creativity required to aggressively recruit black students, or simply have not made it the kind of priority that recruiting international students has become. Less easy to measure is whether Boston’s high costs, unwelcoming reputation, and scarcity of other black students on campuses here discourages them from the start. Either way, the city loses.
Dungca, Nicole. “Lost On Campus, As Colleges Look Abroad.” The Boston Globe, 13 December 2017.
You decide to quote from the article. Here’s your passage:
Why is Boston seen as a racist city? Colleges like Boston University play a role because they are not producing the “critical mass” of African-American graduates who could “form the next generation of civic and political leadership” (Dungca). The city misses out because BU has not done what it needs to do to recruit black students in the same way that they recruit international students. If BU truly wants to be a global university, both groups should be a priority.
Is this patch writing, or an acceptable use of the Globe article? Why or why not? Explain in 1-2 sentences.
Video 3: Debate Structure
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Debates In-Class Activity Option 1
- In teams, create a version of a debate proposition.
- Use the following rubric to evaluate the debate (Refer to the “Tips for Effective Debating” from the module while discussing your debate proposition).
5= agree 1= disagree
5 4 3 2 1 The team is well organized and prepared.
5 4 3 2 1 The team is unified.
5 4 3 2 1 The team members speak clearly and project their voices.
5 4 3 2 1 The team members use proper posture and body language.
5 4 3 2 1 Good examples and reasoning are used to prove each point.
5 4 3 2 1 The counterarguments are specific to the points presented by the opposing team.
5 4 3 2 1 The team considers the weaknesses of its position and addresses them.
5 4 3 2 1 The team stands its ground firmly during the crossfire session.
5 4 3 2 1 The closing statement is strong and sums up the argument.
5 4 3 2 1 Respect is shown for the opposing team.
5 4 3 2 1 ALL members make significant contributions.
Debates Follow-up Activity: Debate Evaluation and Self-Reflection
- Which team were you on, pro or con?
- In your opinion, which team won the debate? Which team made the more compelling argument?
- What specifically made you come to that conclusion?
- What were the strengths/weaknesses of your team’s presentation today? Consider the following: team organization and preparedness; good examples and reasoning used to prove each point; strong counterarguments.
- What were the strengths/weaknesses of the opposing team’s presentation? Consider the following: team organization and preparedness; good examples and reasoning used to prove each point; strong counterarguments. What advice would you give them?
- What were your own strengths and weaknesses as an individual?
- What did you learn from the debate?
- What, if anything, would you change about the debate structure for next time?
(Credit Stephanie Mikelis & Tom Oller)
Debates In-Class Activity Option 2
- In “Mind over Mass Media” (p. 559-562), Harvard professor Steven Pinker argues that, if we exercise the proper discipline and self control, the use of computers, including modern social media, can actually improve our cognitive abilities.
- In “Our Semi-Literate Youth? Not so Fast” (pp. 570-576), Stanford professor Andrea Lunsford uses anecdotal evidence and data from research studies to argue that the younger generation, far from being debilitated by the Internet, is fully capable of distinguishing between academic and informal writing, and that today’s students know when each of these registers is appropriate.
The Norton Sampler: Short Essays for Composition. 8th ed., edited by Thomas Cooley, W.W. Norton & Co., 2013.
O’Hair, Dan, and Rob Stewart. Public Speaking: Challenges and Choices. Bedford/St. Martin’s, 1999.
O’Hair, Dan, et al. A Speaker’s Guidebook: Text and Reference. 6th ed., Bedford/St. Martin’s, 2015.
Sprague, Jo, and Douglas Stuart. The Speaker’s Handbook. 4th ed., Harcourt Brace College Publishers, 1996.
Weaver II, Richard L. Essentials of Public Speaking. Boston: Allyn and Bacon, 1996.