Series Antoinette Pippin: Integrating Art & Science: Encouraging Student Debate

Evaluating Art Through Different Lenses

Studying Balance in Art and Science

Claims, Evidence, Reasoning

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Encouraging Student Debate

Lesson Objective: Encourage students to share and respond to each other

All Grades / All Subjects / Participation

3 MIN

Discussion
Supporting Materials

Thought starters

How can this strategy be used with the Next Generation Science Standards?
Why does Ms. Pippin avert her gaze when students are talking?
How does Ms. Pippin facilitate discussions between her students?

8 Comments

Kathleen Wilson Nov 20, 2020 1:40pm

I tend to want other students to do the restating, recasting, or paraphrasing what each other says.

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Ayda Patricia Segura Jul 3, 2016 7:31pm

This strategy to encourage debates are helpful in many ways. One of the most important points, is that they have to actively listen to each other, have eye contact and engage in the argument. The teacher's role is more a moderator who will be repeating, restating or paraphrasing students comments in order to facilitate more discussions and participation. The teacher doesn´t agree or disagree.

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toni oliviero Jan 4, 2016 1:31pm

This teacher did a wonderful job demonstrating how useful debates can be for children when they are not guided or lead by the adult. She spoke so well about not saying right or wrong. Children should be free to explore and it does not necessarily mean they are arguing. They were so enthusiastic!

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susan arkelian Jul 31, 2015 6:23pm

Ms. Pippin indicates students need to learn how to engage in debate with each other, not only with the teacher. She encourages and teaches the students look at each other when discussing issues rather than looking at the teacher. She averts her eyes from the students as they speak to encourage them to steak to each other rather than to her. In her lesson, she speaks more in the beginning, but then transitions the students into more conversations with each other, encouraging them to indicate whether they agree or disagree with another student. Students must following this up with a reason. The process encourages students to respectfully ask classmates questions, and then students can respond confidently and respectfully even though they know others may not agree with the opinion. We must allow students to work through this process, teaching those who do not agree with the speaker to present opinions in an academically appropriate, respectful manner. The common core practices allow us to present our students with engaging activities to practice this valuable skill. Great video !

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yvette Fagundes Feb 3, 2015 2:51pm

I like the video and the concept of using academic language as well as descriptive language what a powerful skill to use for EL's thanks for the video.

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Materials

External Resource Materials

Transcripts

Encouraging Student Debate Transcript

ANTOINETTE PIPPEN [sync]
00:00:00 Looking at this work of art, would you say that it is balanced

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Encouraging Student Debate Transcript

ANTOINETTE PIPPEN [sync]
00:00:00 Looking at this work of art, would you say that it is balanced or imbalanced?
ANTOINETTE PIPPEN
00:00:07 The next generation science standards require students to be able to engage in debate. And the debate is not with me. They’re not talking to me. In order to debate with each other, they need to listen to each other.
GIRL IN BLUE
00:00:19 I agree with Marianna because…
ANTOINETTE PIPPEN
00:00:22 And so, how do you as a teacher get them to engage with each other?
00:00:28 [TITLE: Encouraging Student Debate]
[TITLE: A Classroom Strategy]
ANTOINETTE PIPPEN
00:00:32 Getting students to listen and be accountable to each other can be a messy process. One of the first things you need to do is get the students looking at, and listening, and talking to each other.
GIRL WITH PONYTAIL
00:00:45 It’s imbalanced because it doesn’t show, like- it only shows, like, for me it only shows, like, n kind of animals.
ANTOINETTE PIPPEN
00:00:52 Naturally, students are going to want to talk to who’s ever looking at them. So, if you as the teacher avert your eyes or look away and take yourself out of the conversation, then they are going to talk to their peers.

00:01:06 And so, if the other students are looking at them, they’re going to start talking to those people looking at them.
00:01:12 [TITLE: CLASSROOM STRATEGY]
[TITLE: Avert your gaze to encourage eye contact between students]
GIRL IN BLUE
00:01:13 But the reason why I think it’s imbalanced also because it has too much, like, animals.
ANISA
It doesn’t look balanced. The snake in the middle doesn’t match.
ANTOINETTE PIPPEN [sync]
So, you’re saying this snake in the middle makes it imbalanced?
ANISA
00:01:28 Yes.
00:01:30 [TITLE: FURTHER VIEWING]
[TITLE: Look in the guide for the complete lesson video]
ANTOINETTE PIPPEN [sync]
00:01:30 So, if we open it up and I actually just saw somebody…
ANTOINETTE PIPPEN
00:01:32 Initially, it’s a lot of repeating, recasting what students say until other students are actually listening to each other.
00:01:41 [TITLE: CLASSROOM STRATEGY]
[TITLE: Repeat students’ statements to stimulate debate]
ANTOINETTE PIPPEN [sync]
00:01:41 There are some, but I think most of the snakes that I…
ANTOINETTE PIPPEN
00:01:45 Early on in the conversation you might hear me more because I’m going to be recasting or restating what students are- are saying.
ANTOINETTE PIPPEN [sync]
00:01:52 Lisa’s saying this is imbalanced. The snake in the middle, in particular, makes it imbalanced to her. Does anyone want to add on or maybe give another point of view?
ANTOINETTE PIPPEN
00:02:02 They tend to want the teacher to say, “Yes, that’s right,” or “No, that’s wrong.” But definitely do not say, “Right. Wrong.” You might restate or paraphrase what someone has said, but you do not agree or disagree with anyone.
ANTOINETTE PIPPEN [sync]
00:02:17 Does anyone think it is balanced?
MARIANA
00:02:19 I disagree with Anisa, Josue, and Elizabeth because the crayfish, they’re both on different sides. And the leaves are spreaded out everywhere.
ANTOINETTE PIPPEN
00:02:33 Once you establish that culture and cultivate that comfort, they debate with one another and question one another. And that takes some bravery and that takes some time and that takes some challenge for them to really engage with each other.
ANISA
00:02:46 Mariana, the question is why do you pick balanced?
MARIANA
00:02:53 Well, not all the components are on one side or the other. And if they’re all separated, it’s much more balanced.
ANTOINETTE PIPPEN
00:03:02 So, maybe it’s also cultivating a joy of arguing to explore concepts through debate and that that itself is something fun.
00:03:16 ***FILE END***

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