Oxford Union style

Photo of empty school hall viewed from lectern with microphones

Introduction

An Oxford Union-style debate is an extension of the floor debate. Unlike the floor debate, which is a separate section of the debate, in Oxford Union-style debates audience members are expected to contribute during the debate itself. (NB: Oxford Union style can be combined with floor debates so that the audience can offer points of information during the main speeches and can also make points during the floor debate.)

During unprotected time (ie the time when Points of Information are allowed), all members of the floor are allowed to ask the speaker questions.

This technique is probably best used with pupils who have had some experience of debating.

Learning objectives

To help improve general communication skills
To help improve confidence
To encourage quick thinking skills
To encourage listening skills
To encourage and improve rebuttal skills
To encourage pupils to question a point of view
To encourage an expression of views and debate on issues and current affairs

Preparation

As with all classroom debates, the motion that the pupils will be debating can either be worked through at a preparation lesson (ie the class can work through the processes of brainstorming, grouping arguments, structuring speeches and arguments in groups) and then the debate itself takes place at the next lesson.

Alternatively, the motion can be announced at the end of a lesson with the intention of holding the debate at the next lesson. The teams then prepare together as part of their homework.

Whether there is a preparation lesson or not will be dependent on how much debating the class has done before.

The positions in the debate (two or three speakers for the proposition, two or three speakers for the opposition, one or two chairperson(s), and one or two timekeeper(s)) should be allocated for the next lesson so that all those directly involved know what they will be doing at the debate.

The teams can choose amongst themselves which speech they do or the teacher can allocate the speaking positions. The speech length should be agreed (again, this will be dependent on the age and experience of speakers see debate formats for guidance).

However, as the speakers will be offered a number of Points of Information throughout the debate it would make sense if the main speeches were five, six or seven minutes long.

The rest of the class are ‘the floor’ and will be taking part throughout the debate by offering Points of Information.

The positions can either be allocated by rotation or by asking for volunteers. The motion can be decided by the teacher (see Useful motions).

Homework

Between the lesson where the motion is announced and the debate itself, the speakers should prepare their speeches for the debate and they should work with their team mates. An additional idea is to allocate pupil coaches to each team.

The rest of the class should be encouraged to read around the subject for the debate as they will be expected to contribute during the debate.

The chairperson should prepare an introduction for the debate and introductions for the speakers.

The debate

The debate takes place as normal. The four main speakers make their speeches. The only difference is that the audience can offer Points of Information during the speeches. The usual rules about Points of Information apply - the speaker is in total control and can decide whether or not to take a Point of Information.

This is a great test for the speakers as they will have to handle objections whilst making sure they remain in control of the debate but also encourage pupils into contributing Points of Information during the speeches. This may help pupils who may struggle with debating as they are only being asked to make a very short contribution.

Rules

Some useful rules for Oxford Union-style debate include:

Once a member of the audience has been accepted for one Point of Information during the debate, they should not offer any more points so everyone gets a chance to offer points and it isn’t the same people offering points throughout the debate.
Rather than say ‘Point of Information’ as they stand, audience members should stand up quietly. This will reduce noise in the classroom and make it much easier for the speakers. The chairperson should enforce this rule.
The teacher can allocate the audience members to each side of the debate so that they can only offer Points of Information to one team.
The chairperson should keep a record of which pupils ask Points of Information throughout the debate (this can be given to the teacher to help assess progress)

After the four main speeches, the floor debate can take place as normal and all members of the audience, whether they were accepted for a Point of Information during the main debate or not, can contribute.

The members of the floor should raise their hand if they would like to speak and the chairperson should point and ask them to make their point. Floor speakers can ask questions about any of the issues raised in the debate or make new points. The points can be made in favour of the motion, against the motion or in abstentia (neither for or against the motion).

A rule can be enforced that every person in the class needs to contribute to the floor debate - as these contributions can be quite short it is a good way of encouraging less confident individuals into speaking in front of the class.

After the floor debate, the summary speakers should summate the debate as normal but with reference to some of the points made in the floor debate. points of information should not be offered by the audience or debaters during the summary speeches.

Teacher notes

How to assess progress

Do the pupils understand the process of an Oxford Union-style debate?
Was there evidence of teamwork (both within teams and with pupil coaches, if used)?
Did everyone in the class attempt to offer a Point of Information?
How did the speakers cope with the additional questioning?
Did everyone in the class contribute during the floor debate?