up try to systematise their knowledge add more information and repeat what

Up try to systematise their knowledge add more

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up, try to systematise their knowledge, add more information and repeat what they’ve already learned. You can also deliver your own presentation (but only after all the students have delivered theirs).
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Sustainable Development v. Economic Growth 136 TEACHING TOOL 7.5 Oxford Debate – Decoupling v. Degrowth Time needed: 1.5 – 4.5 hours Requirements: timer This exercise is optional and designed for advanced groups of students, who already have intermediate knowledge on the topic and the confidence and ability to express their own opinions. The purpose of this exercise is to teach students to argue on a motion, even though they don’t agree with it completely. It forces them to see both perspectives – the proponent’s and the opponent’s – and arguments. It might leave them a bit confused, but that is fine as there are no easy answers in academia, and especially when it comes to sustainable development. Additionally, this exercise develops the competences of public speaking, of formulating clear and precise arguments and of looking at an issue from various perspectives. In the previous exercise, students researched two basic approaches to sustainable development, one of decoupling and one of degrowth. By now students should have basic knowledge on sustainable development, economic growth, decoupling and degrowth. Now students will be asked to assume the role of proponents or opponents of one of these approaches and argue in favour or against it. The debate should be conducted according to the rules of Oxford debates, but you don’t have to be very strict about it, feel free to adjust the rules to your needs. Also remember that there is no tradition of debating in Eastern Europe, so this might be new to your students. For the purpose of this exercise, here are the simplified rules of debating: Divide the students into equal teams of 3-5 people. There must be an even number of teams and all teams should be equal (or almost equal) in size. Example: If there are 10 students, divide them into 2 teams of 5. If the group consists of 12 students, divide them in 4 teams (4x3 students). If the group consists of 11 students, divide them into 4 teams (3x3 and 1x2 students). If the group consists of 30 people, divide them into 6 groups of 5 students each. Then choose one (or more) motion(s): Each pair of teams is assigned to a motion. One team proposes the motion, the other opposes it. Important: Whenever possible, make sure that students defends the view opposite to one that they researched in a previous exercise. Ideally try to make them defend the motion opposite to their personal beliefs. Print the rules and give them to each team. If the students have never experienced an Oxford debate, practice it first to make sure they know the rules. After listening to all the arguments, organise a debriefing session, gather all the students together and ask them to share their impressions and feelings after the debate. Ask if they agreed with the statements they made and how they felt with uttering them. Also ask if this experience made them change their mind or rethink some of the assumptions.
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  • Summer '20
  • Dr joseph
  • United Nations , Millennium Development Goals, United Nations Publications

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