Teaching Debate
I joined debate in the 10th grade because I had a crush on a member of the team. After losing most of my debates at my first tournament, I threw everything I had into getting revenge for my losses - and at the second tournament, I won an award! My crush no longer mattered; I had a new love named debate.
That initial spark grew into a decade-long career dedicated to the power of critical inquiry and iterative analysis. Police debate demands an academic rigor that rivals graduate-level research, requiring learners to deeply analyze macroeconomic impacts, philosophical underpinnings, and alternative policy proposals about every annual resolution. To support this complex work, I developed student-centered, design-thinking curricula engineered to scaffolded public speaking into advanced argumentation for diverse student cohorts.
This portfolio features exemplary instructional design frameworks and curriculum samples utilized in my courses. These pieces reflect collaboration with and inspiration from my own coaches, former debate partners, and colleagues within the Urban Debate Leagues and National Debate Project.
That initial spark grew into a decade-long career dedicated to the power of critical inquiry and iterative analysis. Police debate demands an academic rigor that rivals graduate-level research, requiring learners to deeply analyze macroeconomic impacts, philosophical underpinnings, and alternative policy proposals about every annual resolution. To support this complex work, I developed student-centered, design-thinking curricula engineered to scaffolded public speaking into advanced argumentation for diverse student cohorts.
This portfolio features exemplary instructional design frameworks and curriculum samples utilized in my courses. These pieces reflect collaboration with and inspiration from my own coaches, former debate partners, and colleagues within the Urban Debate Leagues and National Debate Project.