Differentation Between 3 Pre-assessed Groups (Students who have limited…
Differentation Between 3 Pre-assessed Groups
5 students who answered the most
These students will go on to create a mini-debate on a list of topics given to them by the teacher.
First, they will decide on teams and speakers roles
Then, those teams will rock, paper, scissors for deciding which team will be pro and which team will be opp.
They will start to build their arguements, and but allotted time for research and debate strategies with their team
They will present their debate to the rest of the class as a way of help the other students get a visual representation of what a debate will look like in class.
The 12 with some knowledge
These student will has well be given few topics to chose from, however, they won't be expected to present a debate by the end of class.
These students will take the resolutions given and will have forms that helps them build an argument structure: assertion, reason, evidence and impact. They can also watch a small video first to remind them of these terms while I am working with the students who are really struggling.
Once they are finished with their arguments, they will peer review the others arguments with refutations
Finally, they will return their peers arguments including their refutations and they will write a rebuttal to their reviewers refutation. In essence, they did a debate but all on paper.
Students who have limited knowledge
3 with language barriers
ELL students who are still struggling with terms for debate will be given more vocabulary activities and debate flow mapping activities.
I will also potentially change the terms of the debate to more simpler words such as attack and defend. We can work in the other terms slowly as they start to understand the format of the debate. We can create a storyboard using simple debate topics, such as pizza vs chicken.
The students will also then watch the others debate at the end of class and have to use a mapping form and fill in the names of the students and which speaker role they were doing.
2 with special needs
These students will also be given the opportunity to do more visual activities such as debate mapping and using simpler terms
They will be allowed do the "nah un" vs "yes huh" debate. In this debate one person takes a position and they just have to say whether they agree or not. Then the other debate has to say the oppost and say why they think that way, then the other asks how do they know that or how do they think that and their oppoinent has to show evidence or proof. Basically it will be boiled down to feel like a sibling argument.
This is great for students who don't exactly have special needs but are on the second tier of the RTI scale or students who have do have special needs like dyslexia and need more hands-on approaches.