Debate Club Simulation: Constructing Arguments using

Engagement

A combination of kinesthetic, visual, and auditory learners' learning styles

Subject: Contentious Current Event (such the effect of technology on mental health)
Theory: Interaction Hypothesis (Krashen & Terrell, 1983)
Activity Synopsis:
Through research, argument formation, and polite peer debate, this exercise mimics a debate
club and helps students develop their speaking, listening, and critical thinking skills by applying
the Interaction Hypothesis. This exercise offers a forum for critical thinking, teamwork, and
active learning. Students who argue acquire research techniques, communication skills, and a
deeper comprehension of the selected subject, all of which are in line with the fundamental
ideas of the Interaction Hypothesis.

Materials:
● Whiteboard
● Pens or markers
● Materials for research (such as computers, books, and articles)
● Stopwatch (not required)
● Score sheet for debate (optional)

Procedure:
1. Introduction (5 minutes): Describe the selected issue of current affairs and the structure
of the debate. Talk briefly about the value of civil discourse and critical thinking during
arguments.
2. 15 minutes for research and group formation: split the class into "For" and "Against"
groups based on the selected topic. Give them research resources so they may work
together in groups, drafting arguments, acquiring evidence, and coming up with
counterarguments.
3. Ten minutes to prepare for the debate: each party chooses two to three spokespeople to
make their cases. During their presentation, these delegates may refer to notes or cue
cards.
4. First Debate Round (15 minutes): First, the "For" side makes its opening claims, then the
"Against" side does the same. Encourage your pupils to make use of transitions,
compelling evidence, and precise language in their presentations.
5. Ten minutes are allotted for the rebuttal round, during which each group takes turns
refuting the claims made by the other team and offering their own rebuttals.
6. Final Arguments (5 minutes): Each group restates their position on the subject and
outlines their key arguments.
 7. Ten minutes of optional class discussion and reflection: If time allows, lead a discussion
in which students can voice their opinions about the debate, the arguments made, and
the overall experience. Respectful discussion of differing viewpoints should be
encouraged.
How the Interaction Hypothesis is Incorporated into the Activity:
● Intelligible Feedback: Learners obtain intelligible feedback by listening to the arguments
made by their peers during presentations and rebuttals.
● Modified Output: To give them practice speaking under less pressure, students present
their arguments and rebuttals to a smaller audience, which consists of their group and
the opposing team.
● Meaningful engagement: Through cooperative research, well-constructed arguments,
and courteous debate with peers, students negotiate meaning and refine their ideas
through meaningful engagement in this exercise that promotes meaningful interaction.
Distinguishing
● Encourage those who learn best by seeing to utilize photos, charts, and diagrams to
bolster their points of contention.
● After the session, provide auditory learners an audio recording of the argument to listen
to and analyze on their own.
● Give kinesthetic learners the opportunity to role-play or move while presenting their
points of view to make the discussion more lively.