As students undertake an informal debate activity, the educator leads them through the process of developing and articulating an evidence-backed position. Each step can be conducted individually, in small groups, or in whole-group instruction.
There is strong research evidence that regularly crafting evidence-based positions for interactive debates or presentations can help improve academic attainment, increase student engagement, develop critical thinking and research skills, build better communication skills, motivate further learning, increase confidence, and enhance multicultural awareness.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the evidence-backed positions competency, including items such as evidence of discussions on what makes for compelling evidence, samples of student-developed position statements, examples of student research work on evidence for their positions, audio or video excerpts of actual debate sessions, reflections on what was learned from the debate experience, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the evidence-backed positions project activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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