Discussion

O5 Teaching rhetoric online: open resources

RHEFINE – Rhetoric for Innovative Education

Institute of Rhetoric and Communications

Topics and questions:

  • How to organise training in participation in discussions at school?

  • How to take part effectively in discussions at school?

  • How to be a powerful, persuasive and ethical participant in discussions?

  • How to be an ethical and effective chair conducting discussions?

Discussions – Secondary School (High School)

Simulation games

Determine what kind of discussion you are going to conduct based on situation and objectives.

What is the discussion according to genre/format/program/education tradition?

Panel discussion

First variant

  • One chairperson

  • Three or more participants (panellists)

The beginning of the discussion.

The chairperson opens the discussion and presents the following:

  • Topic or topics;

  • Participants/panelists or teams;

  • Rules and ethical norms;

  • Communicative roles;

  • Scenario.

The first part of the discussion – panel one. Thesis and arguments.

  • The first participant or panellist formulates a thesis and presents arguments.

  • The second participant or panellist formulates a thesis and presents arguments.

  • The third participant or panellist formulates a thesis and presents arguments.

The second part of the discussion – panel two. Dialogue between panelists.

  • Every single panellist can ask another panellist. Every single panellist can present counter-arguments.

The ending of the discussion.

  • The chairperson summaries the topics common among panellists.

  • The chairperson presents different positions.

  • The chairperson informs about proposals for and clarifications on topics.

  • The chairperson discloses contributions to a significant theme / themes for society or a group in society.

Second variant

  • One chairperson

  • Three or more participants (panellists)

The beginning of the discussion.

The chairperson opens the discussion and presents the following:

  • Topic or topics;

  • Participants/panellists or teams;

  • Rules and ethical norms;

  • Communicative roles;

  • Scenario.

The first part of the discussion – panel one.

  • The first participant or panellist formulates a thesis and presents arguments.

  • Questions, notes and arguments concerning the thesis of the first panellist.

  • The second participant or panellist formulates a thesis and presents arguments.

  • Questions, notes and arguments concerning the thesis of the second panellist.

  • The third participant or panellist formulates a thesis and presents arguments.

  • Questions, notes and arguments concerning the thesis of the third panellist.

The ending of the discussion.

  • The chairperson summaries common topics between panellists.

  • The chairperson presents different positions.

  • The chairperson informs about proposals, clarification on topic.

  • The chairperson discloses contributions to a significant theme / themes for society or a group in society.

Argumentation

How to prepare arguments and argumentation?

How to find suitable and reliable sources?

How to select arguments?

How to validate the arguments?

How to spot fake news and false information?

How to receive the information about the format, scenario, communication, roles, etc.?

How to follow ethic manner of participation during the debate?

How to be a powerful participant and debater?

Stage 1. Information about discussions and kinds of discussion.

  • Information about features and functions of the discussion.

The atmosphere is positive and calm.

The participants or panellists take part in a dialogue but they are not opponents who defend polar positions.

The participants or panellists defend different positions but they try to clarify pre-formulated theses, facts, information.

The panellists try to be positive participants who aim to contribute as experts. They try to clarify the topic presented at the beginning of the discussion.

The participants or panellists in the discussion help to take a decision in favour of a group, society, etc.

The aim is to create a positive atmosphere and balance.

The participants or panellists in the discussion follow an ethical model of behaviour.

Stage 2. Information about discussion scenarios and communication roles.

  • Information and instruction are at several levels.

Step one. Information. The teacher accurately and clearly informs about the scenario and the type of discussion.

Step two. Organisation of the discussion. The teacher presents the time parameters and requirements.

Step tree. Communication roles. The teacher describes the roles of the participants, teams, the dialogue guiding time manager, etc.

Step four. Ethics. The teacher communicates basic ethical norms and rules.

Step five. Argumentation. The teacher briefly states the requirements for the type of argument and for argumentation.

Stage 3. Find arguments.

  • Arguments and argumentation.

The students must find arguments form different sources.

The teacher informs the students about the arguments from a rhetorical point of view.

He/She gives new information or recaps types of arguments.

The teacher gives instruction on which sources to use in order to find arguments. He differentiates which ones are credible and reliable and which ones are not advisable to use.

The teacher instructs how to prepare the argument.

He/She gives information about counterarguments and ways to neutralize an opponent’s arguments that are not credible.

Stage 4. Simulation game.

  • Participants implement the simulation game by following the scenario and guidelines.

In discussion where there is a moderator or chairperson, he/she also plays his/her communicative role to guide the dialogue.

If there is a time manager role in the discussion, he also fulfils the role.

The objectives are as follows:

  • To avoid deviation from the provisional time regulations.

  • To respect the preliminary instructions.

  • To follow the script.

  • To avoid violations of ethical norms and rules.

Stage 5. Analysis and advice.

  • Analysis on different levels: scenario, roles, time management, arguments, etc.

  • Advice given by the teacher.

The teacher analyses the discussion on the scenario, the implementation of the simulation game, observing the rules and ethical standards.

The teacher announces who the best participants in the discussion are.

The teacher pays attention to the arguments used and the persuasive power of those arguments.

The teacher analyses the dynamics of the discussion and the achievements of the simulation game.

The teacher also gives advice on non-linguistic means, if this is foreseen in the discussion training.

Sources

http://lecturerclub.com/bg/node/519