A Problem Solver’s Balloon Debate
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What’s a balloon debate?
An ethical dilemma adapted for the ELT classroom, the balloon debate encourages students to flex their moral muscles, armour themselves with a persuasive language and pit problem solving skills against the opposition.
Students are four key-note speakers at an international problem-solving summit which they are travelling to by hot air balloon. A gust of wind blows it off course and the group are forced to make some tough decisions. Only three experts can continue on their journey. Each must convince their peers that only their place in the basket guarantees the planet’s most grave challenges are faced!
Who takes part?
I’ve balloon debated with secondary students (Year 10/11- KS3). But the activity is for all who give presentations, write articles/essays and/or who are interested in oracy (the ability to articulate ideas, develop understanding and engage with others through spoken language). I’ve found it particularly effective to use with groups as an ice-breaker early on in a programme of study. There are cross-curricular links with history and drama.
Which skills are practised?
“The most effective off the cuff speeches are premeditated, and the best premeditated speeches appear off the cuff.”Sam Leith, ‘You Talkin’ To me?’
The implication is that whether the speech givers prepare themselves mentally (researching arguments) and/or physically (by writing these ideas down), they need to ‘do their homework’.
Speaking personally, whilst I’ve been astounded at teenager speakers delivering rousing speeches with zero notes, I’m not able to think clearly until I’ve got something down on paper.
- The balloon flying off-course context is shared
- Roles are assigned at random (I divide students into teams and each is given a role)
- Ethos, logos and pathos are presented as public speaking tools and applied to persuasive language techniques e.g. alliteration, triplets, personal pronouns
- Students play Obama, Merkel, Thunberg and Gates Bingo where they watch a speech and spot techniques
- 10-minutes to plan their speech through the lens of ethos, pathos, logos
- 3/4 minutes per individual or team to present
- whilst students are delivering their speeches, classmates fill in the SHAC feedback jamboards, kindly shared by @vickymagari (see her brilliant post on freeed for more info.)
- Students distance themselves from their persona
- Students consider the jamboard feedback
- Students comment on how ethos, logos and pathos were used to good effect
- Students take a position and vote on who should go to the conference
Points to consider…
Who you talkin’ to?!
It’s best that learners state who the speech is being delivered to (i.e. peers the same age or other politicians) and adapt level of formality accordingly.
Is it hurtful to whoever is kicked out of the balloon?
I’ve mulled over this point. Year in, year out (delivering a version of the debate using famous figures from the history of science) Darwin was always the first to go; Einstein or Newton never went! This demonstrates where the students’ focus is: on their adopted persona. Whilst discontent with the scientist assigned was expressed, students accepted their roles because they were given randomly. Sorry Darwin!
for reading and to my fellow lessonjammers for your input.
Sticky Spelling with Jamboard
“They know secret spelling rules.”Mo, Year 10 EAL Student
Mo, who had spent some formative years in a refugee camp, was sharing anxieties around the importance of accurate spelling in GCSE Chemistry.
What did he mean by ‘spelling rules?’ Although a handy aide-memoire, the well-know rule ‘i’ before ‘e’ except after ‘c’ is sadly unreliable (exceptions: proficiency/ seize/ albeit/ glacier). More often than not, English spelling rules come unstuck.
Method to the Madness
‘Virtually every word’s spelling can be explained by its language of origin, meaning, and/or sound structure’.‘How Spelling Supports Reading’, Louisa Moats.
Louisa Moat’s reassuring and enlightening quote provides clues in the unravelling of the spelling mystery. It’s the sticking process that makes the word more memorable. For example, once we know the word ‘breakfast’ is to do with ‘breaking the night’s fast’, we’re more likely to spell the compound noun correctly (so long as we know how to spell ‘break’ and ‘fast’).
Making Spelling Sticky
The traditional (LookSayWriteCoverCheck) method used in UK primary teaching has been enhanced by Johanna Stirling. My Jamboard condenses Johanna’s work slightly by adding a brain-friendly ‘stick’ stage (LookSayStickWriteCoverCheck).
Count the number of vowels and consonants. Highlight the vowels using a contrasting colour.
What shape is the word? Are there tall stems or curly letters? Trace around it.
What does the word sound like? Do the spelling and the pronunciation match up? What similarities and differences are there?
The fun bit! Get creative and make the word stick in your mind.
Close your eyes and take a moment to visualise the spelling.
Now it’s time to put pen to paper and test out your new spelling skills.
Admire your handiwork!
Share the load by assigning a tricky spelling to a group of 3 or 4 students. Differentiate by matching step to student. Students come together for the ‘Write’ step and collaborate to produce a correct spelling.
How creative can you get with your spellings to make them stick? I’d love to hear any mnemonics or visual tricks you come up with to memorise spellings.