Debate about podcasts: We regret the popularity of podcasts

This lesson plan is about organizing a classroom debate. We are not — this is crucial — organizing a discussion. A debate differs from a discussion because it is structured and has clear rules:

• The debate topic is worded as a proposition that some speakers will support and some will oppose. There is no working towards a compromise; one team wins, and the other loses;
• In this version of formal debate (adjusted for classroom use), we have two participating teams (proposition and opposition);
• Debaters cannot choose which side they represent in a debate - the sides (proposition and opposition) are assigned randomly with a coin flip:
• The rules clearly specify who speaks when and for how long.

For a classroom debate, we propose the following format:

• Each team has three speakers, who will each hold a 4-minute speech;
• During the main speeches (but only after the first 30 seconds and before the last 30 seconds of the speech), the opposing team can stand up and offer a question. Every speaker must accept and answer one question from the opposing team. Alternatively, you can have a 1-2 minute time slot for questions after each speech – we recommend this option if you want to engage more students and if your students are new to public speaking and might be intimidated by interruptions;
• The students who are not delivering speeches act as debate adjudicators.

First speakers (on both sides) should set up the debate and provide the initial arguments. Setting the debate means establishing the main definitions and clearing up what the debate is about (for more information, see the lesson plan “Motion analysis”). Second speakers should be bringing in final arguments, responding to the opposing team’s arguments, and rebuilding their first speaker’s arguments. Third speakers should analyze all arguments, respond to their opponents, and rebuild their own argumentation. In other words, they should provide an overview of what happened in the debate and why their team won.

The rest of the class should serve as debate adjudicators. They should be taking notes and weighing proposition and opposition arguments. Instruct them to be objective and to evaluate only the speeches they’ve heard, putting aside their personal opinions and/or arguments and examples they would have used as debaters.

If you want to engage the students more actively, you can always adapt the proposed format to fit more students - have 6 students per team, and have each of them deliver a 2-minute speech. A separate pair of students per team can also be used for asking and answering questions. If you are curious about more classroom debate formats, we recommend you read the chapter “Debate in Classroom” in the Melita Methodological Guide.

After you form the teams, they should have time to prepare. Students who are not debating should also participate in preparing arguments.

Students are allowed to use textbooks and the internet while researching for their arguments. If your students are still struggling, we recommend you pause their group work and do a quick brainstorm as a class, making note of all the reasons to propose and oppose the motion.

To the extent possible, the students should try to build arguments on their own. If they are struggling, use any of the arguments listed below to provide them with an idea of what an argument for or against this motion could look like.

Proposition

Definitions:

Podcast: A podcast is an audio file made available online for download and streaming. We sometimes like to refer to them as radio on demand. Podcasts are typically created as a series, with new episodes being made available on a regular schedule. Anyone can produce them and cover various topics, from news and politics to entertainment and personal stories.

1st argument: Podcasts can contribute to the spread of misinformation.

Explanation:

Because anyone can produce a podcast, there is a risk that people will listen to and believe false or misleading information. This can be particularly concerning in the context of news and politics, where accurate information is crucial. Podcasts often rely on sensationalism, personal opinions, and anecdotes rather than facts and evidence to attract listeners because they are usually funded through advertisements or services such as Patreon, which can lead to the dissemination of misinformation.

Example:

A podcast that claims that COVID-19 is not a real disease is a good example of how podcasts can disseminate false information. This misinformation can lead to people not taking the necessary precautions to protect themselves and others.

Impact:

The impact of misinformation can be significant. It can lead to public confusion, mistrust of legitimate sources of information, and even harm to public health.

2nd argument: Podcasts can contribute to the polarization of society.

Explanation:

Podcasts can be a powerful tool for spreading a particular point of view, and as people increasingly consume media that confirms their existing beliefs, they may become more entrenched in those beliefs and less open to alternative perspectives. Podcasts often present a one-sided view of an issue, creating a filter bubble where people only hear ideas that align with their beliefs.

Example:

A political podcast that presents only one side of a political issue can contribute to the polarisation of society by creating an echo chamber that only confirms the listeners' existing beliefs.

Impact:

A society where people become more entrenched in their own beliefs and less likely to consider alternative perspectives leads to a society that is less likely to find common ground on important issues, which is necessary for a functioning democracy. It can also lead to a lack of critical thinking and an inability to have constructive dialogues on important issues.

Opposition

1st argument: Podcasts can be an effective way of sharing information and ideas.

Explanation:

Podcasts are an accessible and convenient way for people to access information and ideas on various topics. They can be produced by anyone, making them a great way to hear diverse perspectives and learn from experts in a particular field. Since podcasts can cover anything, this means that people are likely to listen to them because they will surely find a topic of interest. Podcasts can be an entertaining and engaging form of media that can be consumed while doing other tasks, such as driving, cleaning, or working out. They also offer an opportunity to learn and be entertained simultaneously.

Example:

A podcast that covers a variety of perspectives on a political issue can provide a well-rounded understanding of the issue rather than just a one-sided view.

Impact:

We get a better-informed and more curious public, with access to a wide range of ideas and perspectives.

2nd argument: Podcasts can be a great way to connect with others.

Explanation:

Podcasts can be a great way for people to connect with others who share their interests and passions. Podcasts often have dedicated communities of listeners who discuss the episodes and share their thoughts with each other. Podcasts can also be a great way for people to connect with experts, not only like-minded individuals.

Example:

A podcast that covers a specific hobby or interest can create a community of people who share that hobby or interest.

Impact:

The impact of this can be a sense of community, connection, and belonging for people who listen to podcasts, and also an opportunity to learn from others who share their interests.

The debate takes place; some students debate, the others take notes and adjudicate.

1. Who do you think won the debate and why?
2. What would you do differently?
3. Did your opinion on the topic change after watching the debate?