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•Debate Team Discussion Time (15 min.)
•Introduction of a Topic by Debate Leader (10 min.)
•Debate (60 min.)
•Debriefing Time (30 min.)
•Questions (20 min.)
Donald Olive and James P. Shaver are the leading proponents of this model. This model's primary goal is to teach the Jurisprudential frame of reference as a method of thinking about and resolving social issues.
Herbert Thelem and John Dwey are the most prominent proponents of this model. It is intended to foster skills for democratic social participation by combining an emphasis on interpersonal and academic inquiry skills.
1. Members of a group choose specific subtopics within a larger problem area that is usually defined by the instructor. Members of the group form small (2-6) member task-oriented and heterogeneous groups. Students scan sources, pose questions, and categorize them. The categories morph into subtopics. Students join the group to study a subtopic of their choosing.
2. Cooperative planning of specific learning procedures, tasks, and goals by students and instructor in accordance with the problem subtopics chosen in Step 1. Members of the group collaborate to plan their investigation; they decide what they will investigate, how they will go about it, and how they will divide the work among themselves.
3. Step 2's plan is carried out by group members. Learning should include a wide range of activities and skills, and should expose students to a variety of sources both inside and outside of the school. Instructors monitor each group's progress and provide assistance as needed. Members of the group collect, organize, and analyze information from various sources. They combine their findings and draw conclusions. Members of the group discuss their ongoing projects in order to exchange ideas and information, as well as to expand, clarify, and integrate them.
4. Pupils analyze and evaluate the information gathered in Step 3 and plan how it can be summarized in an interesting way for possible display or presentation to the rest of the class.
5. Some or all of the groups in a class then present the topics studied in order to get their classmates involved in each other's work and to gain a broad perspective on the subject. The group presentations are coordinated by the instructor. Presentations to the class take a variety of forms. The audience assesses the clarity and appeal of each presentation, as well as its professional quality.
6. In cases where groups pursued different aspects of the same topic, evaluation of each group's contribution to the work of the class as a whole by classroom peers and instructor. Individual or group assessments, or both, can be used in evaluation. Higher level thinking processes are evaluated as part of the evaluation process.
Byren Massialas and Benjamin Cox are the leading proponents of this model. It is intended to help students develop their social problem-solving skills primarily through academic inquiry and logical reasoning.
A model that engages students in exploration and reflection about authentic social problems, controversies, or dilemmas, and guides them through stages of inquiry, research or evidence-gathering, analysis, and reflection in order to resolve, solve, take a position on the social issue, or draw conclusions about hypotheses related to the social issue.
A model that guides students through the process of questioning their assumptions and beliefs, as well as evaluating their biases, prejudices, or attitudes "through self-reflection and critical debate" in order to identify how they influence "perceptions of others and their understanding of the world."
1. General statement of a problem
2. Development of hypothesis
3. Definition of terms in the hypothesis
4. Examination and exploration of hypothesis for logical validity
5. Collecting evidences for verification of hypothesis
6. Generalization or statements about solution of the problem