53. S P A R (Discussion, Questioning, Writing)
Description: SpAr (Spontaneous Argumentation) is a structured debate format in which students have to mount an argument in one minute and then react quickly to their opponents’ ideas. This strategy helps students practice using evidence and examples to defend a position.
Application: This format is best used with contentious topics.
Process: Make sure students have a firm understanding of the topic, pro and con, before using SpAr. Divide class in half. Assign one side to be the pro position and the other side to be the con position. Have students move their desks so they are sitting opposite an opponent. Write a debatable position on the board and allow pairs one to two minutes to write down their arguments and evidences (for or against). Within the pair, direct the Pro student to present a one minute opening statement making his case while the Con student listens and takes notes. After the minute, repeat the procedure with Con students presenting. Give three minutes of discussion time for the pairs, inviting them to clarify reasoning or supply additional examples that bolster their position. At the specified time, give pairs thirty seconds to develop a closing statement and announce that the Con student will present a one minute closing statement, followed by the Pro student. Debrief the activity using critical questions such as: What value is to be gained by arguing positions with which you do not necessarily agree? What was hardest about doing this type of debate? What did you like about it? Should the format of the debate be adjusted; and, if so, in what ways should it change?
Description: SpAr (Spontaneous Argumentation) is a structured debate format in which students have to mount an argument in one minute and then react quickly to their opponents’ ideas. This strategy helps students practice using evidence and examples to defend a position.
Application: This format is best used with contentious topics.
Process: Make sure students have a firm understanding of the topic, pro and con, before using SpAr. Divide class in half. Assign one side to be the pro position and the other side to be the con position. Have students move their desks so they are sitting opposite an opponent. Write a debatable position on the board and allow pairs one to two minutes to write down their arguments and evidences (for or against). Within the pair, direct the Pro student to present a one minute opening statement making his case while the Con student listens and takes notes. After the minute, repeat the procedure with Con students presenting. Give three minutes of discussion time for the pairs, inviting them to clarify reasoning or supply additional examples that bolster their position. At the specified time, give pairs thirty seconds to develop a closing statement and announce that the Con student will present a one minute closing statement, followed by the Pro student. Debrief the activity using critical questions such as: What value is to be gained by arguing positions with which you do not necessarily agree? What was hardest about doing this type of debate? What did you like about it? Should the format of the debate be adjusted; and, if so, in what ways should it change?
Reference, graphics, and/or for more information:
53. S P A R
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/spar-spontaneous-argumentation
53. S P A R
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/spar-spontaneous-argumentation