SLO-4. EDUCATIONAL AWARENESS by knowing current discipline-based and general
educational issues and how those impact schools
Debate Panel-Depth vs Breadth
Andrew Stephens
The debate panel that I was a member of took on the hot topic of depth versus
breadth for SED 600. The opposing team of two took the position that depth was the
key factor in educating secondary science students, while my partner and I took the
opposite stand, that breadth was paramount. Each team sought to prove their point
within the two minute introduction, eight minute body, and three minute conclusion. My
group took the general position that breadth was important in secondary science as a
means to expose students to the broad world in an effort to make them informed
citizens and to engage the interests of a diverse audience.
This debate panel involved a very important and highly debated current discipline
based educational issue. Science teachers throughout the standardized teaching world
struggle between keeping the pacing to cover a breadth of topics and delving deeper
into important ideas to facilitate true understanding. The impact on schools is
tremendous. Standardized test scores drive curricular foci, professional developments,
and even some of the hiring decisions that affect educators. Engaging in a wellresearched and spirited debate on the topic gave me increased knowledge of the issue
and its impacts. Reading, listening, and responding to how schools handle this issue
also gave me a broader perspective on the nature in which other disciplines tackle the
dilemma.
I learned through this debate that the high stakes testing really demands that you
plan strategically as you seek to accomplish your curricular goals. I still stand on the
fence after taking part in this debate although I can now make strong argument for
either side. I have learned through the process that as General Patton says, I find that
my plans for war are useless, but my planning always remains invaluable.
From an educational standpoint I learned that debates on divisive or
controversial issues can serve as a springboard towards deeper understanding.
Engaging in research, anticipating points, formulating counterpoints, and delivering on
the fly oratories gave me a better understanding of the issue than a reading or question
and answer session really could have. I am now planning to conduct a debate in my
own physics classroom on the topic of sources of energy for the United States. My
students have studied the physics background, they have seen the stories on the news,
and now it is time for them to put their knowledge to the test. Having undergone the
experience I know that having them stretch their thinking and will their challenge their
own understandings. To prepare for a debate well, one must know both sides of an
argument, front and back, backward and forward.
Finally, this assignment helped me grow as a professional presenter. As I eyed
the debate on the syllabus during the first day of the class, I felt a pang of anxiety. I
have always been nervous about presentations, and a debate made me feel the same
way. This anxiety forced me to prepare. After presenting my side of the debate, I better
knew what to prepare for the next time. As a result, my following debate improved. The
following presentation also improved. It helped me practice speaking in front of a
professional audience to the point where, at the end of the program, I was able to
present my entire thesis to a crowded classroom.