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This video can be used in whole or in part to introduce students to the format.

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Reading Like a Historian: Philosophical Chairs

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Classroom discussion and debate is a big part of the Reading Like A Historian curriculum. Watch how you can teach students to take positions and defend their point of view with sources in a classroom debate environment.

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Using a "fill-in-the-blanks" method is a perfectly fine way for students to learn a new writing structure, but eventually, students must be able to move beyond simply filling in the obvious or "right" answer. In order to produce strong argument, students must authentically connect with the evidence and their own logic. That is the 'critical' part of 'critical thinking.' The nuances, qualifications, and limitations that students will place on a claim in an excellent written argument cannot be constructed without an internal ability to analyze evidence and filter it through lived experiences and personal beliefs. Students must be able to consider evidence that weakens their own claim and find a way to respond. In order for an argument to have credibility, it must paint a complete picture and address major counterarguments.

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Written argument comes from  internal conversations. External conversations help model this structure for students. Giving rebuttals, stating counterclaims, and offering supporting details are skills high school students already use effectively in everyday spoken communication. Conducting a structured conversation allows students to build complex and nuanced arguments while receiving constant feedback through group practice.

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Segment: Body Voting Activity (35 min total) Students evaluate various pieces of evidence to decide whether or not they agree with a claim. Each time a piece of evidence is read or commented on, students move from one side of the room to the other to indicate agreement or disagreement with the original claim.

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Segment: Body Voting Activity (35 min total) Students evaluate various pieces of evidence to decide whether or not they agree with a claim. Each time a piece of evidence is read or commented on, students move from one side of the room to the other to indicate agreement or disagreement with the original claim.

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https://youtu.be/yeavJOoe-Wc

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Segment: Philosophical Chairs - Do Violent Video Games Lead to Real-Life Violence like the attack on Columbine? Students participate in a whole-class discussion on the question, using pre-selected evidence from procon.org and the novel Columbine by Dave Cullen. (60-90 min)

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Segment: Philosophical Chairs - Do Violent Video Games Lead to Real-Life Violence like the attack on Columbine? Students participate in a whole-class discussion on the question, using pre-selected evidence from procon.org and the novel Columbine by Dave Cullen. (60-90 min)

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https://youtu.be/TOr7kJ0GDOc

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Research has shown that motion stimulates learning, increases engagement, and improves retention.

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Providing students with strong pieces of evidence during the early practice rounds ensures strong models for future practice.

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Initially, students may be more occupied with mastering the rules, format, and rhythm of these activities. Later, when the procedures have become routine, the content will become the larger focus.

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Discussions tend to favor outgoing students and put the introverted at a disadvantage. Strategies should be carefully designed to ensure access for an entire class population. Team groupings versus individuals, additional intervals of preparation time between rounds, written reflections, and alternative settings (such as online discussion board formatted activities) are options that the teacher should consider with the class in mind.

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Guidelines for Philosophical Chairs Discussion

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Guidelines for Philosophical Chairs Discussion

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This is a great resource for debate topics and credible evidence
https://www.procon.org/

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Borrowed from: https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fokeeffe.madison.k12.wi.us%2Ffiles%2Fokeeffe%2FPhilosophical%2520Chairs%2520Reflection.doc

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These activities ask students to use the thinking and speaking skills they already possess, while synthesizing new information and adapting to questioning and challenging from their peers. Not only will students get to hone their arguments through this process, but they will have the opportunity to self-govern the class discussion. Because the audience will be an authentic one made up of their peers, students will be intrinsically motivated to bring their best ideas to the table.