Benefits of In-Class Debates as an Instructional Strategy

This paper examines the benefits of using in-class debates as an instructional strategy. Learning occurs in various ways; therefore, educators must utilize a wide variety of instructional strategies. Strategies that promote active engagement of the students are more beneficial for them. In-class debate is one such strategy, yet participation in debates is often limited to students involved in debate teams. The benefits of using in-class debates as an instructional strategy also include mastery of the content and the development of critical thinking skills, empathy, and oral communication skills. Debate as an instructional strategy, however, has its opponents. Some believe debates reinforce a bias toward dualism, foster a confrontational environment that does not suit certain students, or merely reinforce a student's existing beliefs. This paper also describes a variety of debate formats which address these criticisms including meeting-house, four-corner, fishbowl, think-pair-share, and role-play debates. Finally, issues related to the assessment of in-class debates are also addressed in the paper such as whether the students are assessed individually or as a team, what aspects of the debate are assessed, and whether the educator and/or students will do the assessment.