Group debate, a teaching practice tio teach
Abstract
A group debate is an academic practice in teaching and a democratic exercise. In that sense, the objective of this article is to show the academic, political and social implications when implementing this art of public speaking in the classroom. The data collection methods used to approach this argument exercise were: literature review, a focus group, and group creation and input. The methodology applied in this procedure allows seeing the debate in a new light involving two main aspects. The first one, contrasting with the American model, is that participation is now regarded as a meeting to discuss a topic in which a wider variety of groups are welcome to participate. The second one poses active engagement during three equally important and needed moments in the debate.
References
sociales (pp. 227-236): Buenos Aires: Emecé Editores.
Bauman, Z. (2009). Modernidad líquida. Buenos Aires: F.C.E.
Black, T., Forte, K., Winfrey, O., Roth, J. (productores) & Washington, D. (director). (2007). The great debaters. E.E. U.U.: The Weinstein Company.
Croce, M. (2008). El cine infantil de Hollywood. Una pedagogía fílmica del sistema político metropolitano. Málaga: Alfama.
Darby, M. (2007). Debate: a teaching-learning strategy for developing competence in communication and critical thinking. Journal of Dental Hygiene [Revista electrónica], 81 (4). Recuperado de http://jdh.adha.org/content/81/4/78.full.pdf+html
Garrett, M., Schoener, L. & Hood, L. (1996). Debate: A teaching strategy to improve verbal communication and critical-thinking skills. Nurse Education, 21, 37-40.
Hall, D. (2011) Debate: Innovative Teaching to Enhance Critical Thinking and Communication Skills in Healthcare Professionals. The Internet Journal of Allied Health Sciences and Practice [Revista electronica], 9 (3). Recuperado de http://ijahsp.nova.edu/articles/Vol9Num3/pdf/Hall.pdf
Oliver, María. (2003). Estrategias didácticas y organizativas ante la diversidad. Dilemas del profesorado. Barcelona: Octaedro-EUB.
Panitz, T. (1999). Collaborative versus cooperative learning- a comparison of the two concepts which will helps us understand the urderlying nature of interactive learning. ERIC (Educational Resources Information Center). Recuperado de http://files.eric.ed.gov/fulltext/ED448443.pdf
Pérez, C., Pérez, M., Angulo, M. & Arbeláez, R. (2009). Estrategias de enseñanza y aprendizaje. Bucaramanga: Universidad Industrial de Santander.
Pimienta, J. (2012). Estrategias de enseñanzaaprendizaje.Docencia universitaria basada en competencias. México: Pearson.
Piovani, J. (2007). La observación. En Marradi, A., Archenti, N. & Piovani, J (editores), Metodología de las ciencias sociales (pp. 191-202). Buenos Aires: Emecé Editores.
Ramírez, M. (4 de octubre de 2012). Los cinco grandes debates. El Mundo. Recuperado de: file:///D:/Los%20cinco%20grandes%20debates%20_%20elmundo.es.html.
Tumposky, N. (2004). The debate. The Clearing House. 78: 42-55.
Downloads
