PL26 PSLL LG Oxford debate

Teachers observed and evaluated an Oxford-style debate prepared by students. The motion of the debate was: “Mandatory introduction of bilingualism in schools causes more harm than good.”

The debate was preceded by a student’s presentation, in which she introduced the teachers to the rules of conducting an Oxford debate, its structure, and debating techniques. 

The teachers’ task was to carefully observe and listen to the students’ speeches, as they were responsible for evaluating the debate and deciding which side presented stronger arguments.

The debate was also assessed by three independent student judges.

After the debate, a discussion took place between the teachers and the judges. Both groups were responsible for selecting the winning team. 

They discussed the strengths and weaknesses of each side, the most convincing arguments, and any mistakes made during the debate.

The student judges also clarified any uncertainties that arose during the evaluation process.

Aims and skills targeted :

• To promote understanding of debate structure and rules To enhance evaluation and reflection skills by involving teachers and judges in the assessment process
• To encourage constructive feedback and self-reflection after the debate
• To develop the ability to identify strong and weak arguments, as well as common debating mistakes
• To support decision-making skills through the process of selecting the winning team
• To foster respect for different opinions and promote a culture of respectful discussion
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  Results : 

  Teachers effectively evaluated the debate, identifying the strongest arguments and weaknesses of both teams. They collaborated with student judges to select the winning side based on clear criteria. The activity also helped them better understand students’ critical thinking, language, and debating skills.