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. I love the rush of a debate and the intellectual curiosity that the debate community celebrates. Debate provides a natural forum for the iterative process, asking questions, and thinking critically on every (not each) side of an argument. Debaters improve over time through critical feedback from judges and from listening to valid opponent arguments. The analysis of research on a given policy topic rivals that of a graduate degree. Debaters leave my class prepared to articulate the pros and cons, short-term and long-term impacts, philosophical questions, and alternative policies about every annual resolution.
This portfolio includes learner-centered, design-thinking curriculum used in my policy debate class, which includes a wide range of students from novice to advanced. I can not imagine curating these pieces without giving thanks to all of my own debate coaches, my debate partners throughout the years, as well as all of the faculty involved in the Urban Debate Leagues and National Debate Project.
This portfolio includes learner-centered, design-thinking curriculum used in my policy debate class, which includes a wide range of students from novice to advanced. I can not imagine curating these pieces without giving thanks to all of my own debate coaches, my debate partners throughout the years, as well as all of the faculty involved in the Urban Debate Leagues and National Debate Project.