Short description

The purpose of the activity is to enable the students to not only understand and recognise themes in the texts, but also to a greater extent to be able to apply and discuss their knowledge.

Overall I would like the students to participate in – rather than consume – the teaching, and I would like to see that I am not the only one trying to motivate them, but that they take co-responsibility for creating motivational incentives.

Teacher's motivation

The debate exercise should improve the quality of discussion in my class. Discussions where the students have to work on their understanding of the material, but also discussions that sharpen their critical sense and curiosity, and last, but not least, discussions that are followed up on.

Outcome of the activity

• I do not believe that 'The Commonwealth' has been discussed so passionately for many years!
• The element of competition is clearly motivational, but the great thing about dividing them up before the actual debate is that in a group you can find arguments and then have the support to put them forward alone.
• Those who have difficulties talking in plenum or even in groups can do much better when they represent a class discussion. It also helps that it is not your 'own opinion', but a standpoint that you have been required to put forward.
• In the evaluations many of the students highlighted that they were very pleased that the group work also gave everyone an opportunity to participate, and that for once it 'made sense' to work in groups because it was something that was used in the debate.
• However, you have to make an effort to maintain a sober tone - people's winning instincts will be awakened and things must not become snide, with the students beginning to use ad hominem arguments (though of course this is an opportunity to explain what but they are and why using them is a bad habit).