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Task 5: DEBATE! But from your own perspective

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Task 5: DEBATE! But from your own perspective

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Finally, as a group of four, give your own views on the topic based on evidence from both sides of the argument.

Again, all of you should record the debate on your own device, and upload it to your Padlet.

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Now in your groups of four spend 15 minutes debating. You should present your arguments to each other. Try to challenge the arguments of the other side.

All of you should record the debate on your own device, and upload it to your Padlet.

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Pair B read the texts (attached) which support the argument that university should NOT be free.

Write the answers to the following questions in the comments below.

What is the main point of each argument? Make notes.

With your partner discuss together the main points of the argument.

Decide which of the arguments to prioritise for the debate

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Pair A read the texts (attached) which support the argument that university should be free.

Write the answers to the following questions in the comments below.

What is the main point of each argument? Make notes.

With your partner discuss together the main points of the argument.

Decide which of the arguments to prioritise for the debate

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The Debate proposition: This House believes university education should be free

Nearly every country in the developed world, and more and more in the developing world, provide free primary and secondary education. Such education is generally uncontroversial and accepted as necessary by both liberals and conservatives around the world. In the case of university education, however, there is a great deal of disparity between countries’ education policies. In many states students must pay fees to attend university, for which they may seek student loans or grants. Often states offer financial assistance to individuals who cannot afford to pay fees and lack other methods of payment. In other states, university education is completely free and considered a citizen’s right to attend. Debates center on the question of whether there is in fact a right to university education, and on whether states can feasibly afford to finance such education.

(IDEA: International debate Education Association: Accessed at: http://idebate.org/)

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This is the final task of the final project day! Use this time to rehearse all or part of your presentation in front of other students.

Keep to the time limit

You will receive feedback from your classmates

You will also have an opportunity to watch your class mates’ presentations and to support them by asking questions and offering advice.

Download this document, which contains criteria you can use to assess your group members' presentations.

Ask your group members to send you their feedback on your presentation, then upload the feedback forms on to the Padlet.

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Sit with a partner and read through and discuss the debate proposition: Is the meaning clear?

In the comments below, answer the following questions:

Is primary and secondary education free in most countries?

Do people mostly agree on this?

Is university education free in most countries?

Do people mostly agree on this?

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Two of you will argue that university education should be free.

Two of you will argue that it should NOT be free.

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This task is designed to help prepare you for the assessed seminar discussion. It is a small group debate which should lead to a lively exchange of opinions.

What is ‘debate’? – ‘a formal discussion on a particular matter in which opposing arguments are put forward and which often ends with a vote’.

Watch the following video clip which demonstrates the basics of debating.

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For day 3 you need to work in a group of 4, so you will need to arrange who you are going to meet and where before the project day. You cannot complete the activities by yourselves!

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Today you need to work in a group of 4.

The first few tasks are designed to prepare you for the assessed seminar discussion. The remaining tasks allow you to practice your presentation in front of your small group.

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Complete the following activities from the worksheet. Upload a separate word document for each task you complete, so your tutor can see your work.

For task 2, p.46, record a section of your presentation as well as the sound script. If you are practising with a partner, write up their feedback and comments as well (or ask them to write directly on to your Padlet!).

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Task 1: Using presentation software effectively

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Task 1: Using presentation software effectively

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Before you start, read the following document for some key information about using presentation software effectively. Think of 3 new points and write them in the comments.

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Today you will work on putting your presentation together, and will practice specific delivery exercises aimed at improving the pace, rhythm and stress of your speech.

You do not need to work in a group today, however may find it useful to practice the delivery exercises with a partner.

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Task 3: Skills for presenting in seminars

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Task 3: Skills for presenting in seminars

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Follow this link and complete the video activity on Presentation Skills:
http://www.prepareforsuccess.org.uk/skills_for_presenting_in_seminars.html

Write up some reflective comments below on these tasks once you have completed them. Was there anything particularly useful that you learnt?

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Make a plan below of what you are going to do as a result of the advice from the group discussion.

Step 1:

Step 2:

Step 3:

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For this task, you will get help on areas of need in your presentation and will formulate next steps for revision.

In your group, take turns to share your concerns with each other. Make sure you provide enough information that other students can understand the problems that you have.

Listen to the problems that students are experiencing and try to offer them some useful advice.

In the comments, write down the advice you were given by other team members, or ask them to write on your Padlet (they should write their names at the start of the comment).

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Once you have answered these questions, find a partner and introduce your articles to each other.

Try to provide feedback - how clear was the information you were given? Do you have any questions? Write any notes on these 2 questions in the comments. Also write any feedback from your partner in the comments - or, ask them to write on your Padlet (they should include their names at the start of the comment). Are there any areas you need to explain more clearly?

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Put your response here

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Put your response here

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What is the issue or problem it is addressing? Where is the problem / issue occurring?

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What is the issue or problem it is addressing? Where is the problem / issue occurring?

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Put your response here

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Put your response here

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Put your response here

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What is interesting about the research article?

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What is interesting about the research article?

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Put your response here

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Task 1: Understanding the article and preparing the content

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Task 1: Understanding the article and preparing the content

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The aim of this task is to practice introducing the purpose and background of your research article to other students.

Make notes on the following questions about the research article you have chosen. If you prefer, you can record yourself answering the questions and upload them to the relevant box.

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Today you will introduce the research article that you have chosen to other students.

You will also have an opportunity to discuss any concerns you have about the project and any misunderstandings you may have about the article you have chosen.

You should arrange to meet 3 other students as some of the activities require you to work with a partner / small group - write the students' names in the comments, and where you will be meeting them.