Running head: STUDENT DEBATE PODCAST

Project Proposal: Student Debate Podcast

Jason Salcido

Arizona State University

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Abstract

The author of this essay, and English Language Arts teacher at La Joya Community High

School, will be proposing a project-based learning focused class in which students study theory

in debate, learn how to formulate sound arguments, and debate fellow students in class. Students

will record said debates and post them for themselves and other students to listen to and critique.
STUDENT DEBATE PODCAST

Introduction

The author of this paper is a first year 12th grade teacher at La Joya Community High

School. After having attended the school for 4 years and a brief internship while attending

Arizona State University, the author decided to teach English Language Arts at this school. The

following text will provide a summary of a project proposal involving a student-led debate class

that records their debates and publishes them on FlipGrid. The project requires students to study

argumentative speech, debates, and essays to refine their argumentative skills as well as teach

relevant technological skills. The students will hold their debates in person at class meetings and

post a recording of it as a podcast on FlipGrid.

Author’s Philosophy of Education

The author of this paper’s philosophy of education is that students in low-income

communities deserve the right to quality education and must have their financial, social, and

psychological needs met in order to do so. Coming from a low-income school and community

them self the author can connect to the students through personal experience and understanding

of the struggles students in these communities face. By focusing on student engagement in

lessons rather than preparation for assessments the author plans on having students know the

content deeply and associate the knowledge with positive memories.

Project-Based Learning

Project-based learning greatly encourages engagement by the students into lessons. The

author plans to integrate project-based learning into their classroom and in most lessons to some

degree. For students in low-income communities, it can be difficult for them to complete take-
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home assignments because of either lack of resources or difficult home environments. By

integrating projects into lessons, it allows students to enjoy the lesson and feel safer in the

classroom as a result. Creating a safe space in a classroom is critical in these communities as this

could be their only safe space available to the students.

Technology Integration

La Joya has a fair amount of technology available to students, the library and computer

lab are open to students before and after school. Additionally, most teachers have smartboards

available in their classrooms and those who don’t usually have opted not to have them

voluntarily. Outside of physical technology, the district does offer resource databases such as

EBSCO Host. Laptop carts are available to check out for any teacher, but there only so many and

there are often wait times of a couple days to get one for a full day. The general culture of the

school leans against using technology, as they feel like a more old-fashioned approach is more

effective for their teaching styles. Laptop carts are used mostly so students can work on essays or

other projects in class to accommodate students that aren’t able to use the computer lab or library

outside of school.

The author was able to intern with Mrs. Turnbaugh’s classroom, and for her a laptop cart

is always present in her classroom. This is a rare case and a privilege she enjoys as the head of

the English department, though she does allow other classes to borrow it if needed and it doesn’t

interfere with her lesson. She also has a smartboard in her classroom that she uses whenever

she’s going to show a video or PowerPoint presentation, but doesn’t use any of the other features

beyond that in her instruction. Mrs. Turnbaugh does have her students access the EBSCO Host

database provided by the district for research essays, and has her students use Blackboard for

discussion posts and the submission of assignments. Beyond that, Mrs. Turnbaugh doesn’t feel
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the need to use any more technology beyond that for her instruction but does allow students to

use different online technologies for their assignments as long as it aligns with the assignments

requirements (examples being Prezi, Google Slides, etc.).

La Joya Community High School

La Joya is a public high school located in the heart of Avondale and was founded in 2002.

According to Greatschools.org, the school is rated a 3/10 which is based on college readiness,

student progress, advanced coursework, and how well the school serves all racial/ethnic and

socioeconomic groups. As someone who had lived in Avondale for a number of years, the author

is acutely aware of the economic conditions facing a majority of the students. Students often

must rely on either school or public transportation to get to school. Additionally, many students

do not belong to a family in which their parents attend college. To address these issues, La Joya

offers bus passes in the office for students to use to have free rides to and from school if needed,

college fairs in which students can not only learn about higher education institutions in Arizona

but also workshops that help students apply for college and obtain financial aid through

scholarships and federal grants. La Joya is ever aware of their students’ financial and social

needs and does whatever possible to help students both in school and beyond their high school

education.

Student Population

The total student population at La Joya is 2,287, with 75% being Hispanic, 12% being

black, and 8% being white. There are 68% of students on free or reduced lunch.

(Greatschools.org)

Project Proposition
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The project the author is proposing is an elective class focusing on building

argumentative cases to be used in formal debates between students that will be recorded, edited,

and uploaded by students on FlipGrid. The intent of this project is to allow students to hone their

argumentative skills in a respectful setting and be able to have debates with those with

contradicting views. An afterschool club is also heavily recommended for students not enrolled

in the class to participate in debates of their own that will relate to those in the class itself.

The students will be taught how to build concise and clear arguments by studying

theories on debate as well as studying argumentative essays. Students will also be assigned to

listen to certain podcasts that feature debates and pick apart the arguments made by those

involved.

Students will have formal debates on selected topics and will submit a write-up of their

main talking points before the debate is held for feedback. Debates will be held in class and have

only audio recorded by students. The footage will be edited by students in an editing program

(cutting out dead air, transitions between debaters, etc.) and will be posted on FlipGrid. Students

will then be assigned to listen to the podcast and critique arguments as well as suggest ways for

each party to improve.

An after-school club can also be formed to allow students unable to secure a seat in the

class to create arguments of their own on the topic argued in the class podcast. An additional

podcast can be created and uploaded for the club as well for further investigation by the class.

The intention of the school debate podcast is to allow students to explore somewhat

controversial (and school appropriate) topics to allow students to better their ability in speech
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and debate in their professional and personal lives. Individuals must be able to construct sound

arguments in a variety of situations whether it be at work, school, or simply in their personal

lives. By teaching these skills to students, the school will foster an environment of healthy

discussion between parties with differing opinions. The purpose of the podcast element of the

project is to teach students how to present their arguments to a broader audience in the ever-

changing technological landscape.

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The following essay will describe a podcast debate project as well as its potential impact

on the students of La Joya Community High School. The project will allow students to hone their

argumentative skills both structurally and performatively. The culture of La Joya is fairly

politically active and it will facilitate a culture of healthy debate for the students.

Summary

The project this piece will be discussing is a podcast debate club that will have students

construct and criticize each other’s arguments. Debates will be recorded and edited by students

then posted on to FlipGrid where other students can post respond with their own criticisms of the

arguments. Students will spend time in class researching talking points and collaborate with each

other in teams to build their arguments.

Why is a podcast debate club needed?1

Students at La Joya are generally conscious of modern the political climate and current

events, mostly due to teachers encouraging students to look into these things for assignments and

bellwork. That being said, La Joya’s students are fairly diverse in their views on current events

and don’t have many opportunities to fully develop these ideas and present them to each other in

formal or informal ways. I’ve decided on the concept of a podcast debate club because it will

allow students to research topics that interest them and help them educate themselves and others

on the different viewpoints surrounding this topic.

Activities

Students will participate in a number of activities throughout the project to ensure their

understanding of arguments and how to debate properly and professionally. Examples of which

include:
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 Faux-Debate (Introduction): Beginning the project, students will watch a faux-debate

between two teachers and will not know that the debate is staged until the end. Both

teachers will present arguments with strong and weak evidence so that students can

understand that even if they agree with one teacher, they can still acknowledge that their

argument is flawed.

 First Debate: Students will be split into groups of 4-5 and will debate another group in the

class on a topic of the teacher’s choosing. Students will have time to research and

construct arguments as well as counter arguments. Debates will last 10-15 minutes, and

the class will determine which side had the better constructed argument.

 Other-Side Debate: Activity will mirror the previous one, but students will have to debate

on the side of a topic they do not personally agree with. For example, if a student is

against school uniforms, they will have to argue for the side that supports school

uniforms. This debate is designed to allow students to appreciate the value of

understanding the opposing side and why they would come to the conclusions that they

do. Understanding this allows students to better construct their arguments and work

around potential counter arguments.

Student Engagement

Though I would not be having students directly choose their debate topics for every

debate, I will choose topics I know are relevant and personal to the students. By having topics

that relate to the students on a personal level, it allows for them to better understand the topics

that matter to them, allow them to better discuss these topics outside of the classroom, and keep

them engaged throughout the lesson.

Project Impact
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Student Impact

Assuming the project starts as a lesson in the AP English classroom, the project will

mostly affect the students in those classes, approximately 60-70 students. If students not taking

the class will be listening to the podcasts as well, that number could increase. If other teachers

were to incorporate this project into their lessons, such as the general education English classes

for seniors, the number could increase to well over 300. As time goes on, I’d like for the project

to become a class on its own, possibly for an elective credit where students participate in debates

every other week and have debates lasting 20-30 minutes. The production of the podcast and

would have higher expectations as well, and would allow students of different years to have

reasonable debates.

The activities listed in the previous section will allow students to become more invested

in the lessons since they are relevant to their interests. By using students interests in the debates,

it better motivates students to use the skills they are learning because they want to present their

view as best they can.

Teacher Impact

For myself, I want to have the students engaged as much as possible with any lesson I

give. I want every student to find relevance in the lessons I give and understand why it will be

important to them in the future. Additionally, English is not the only subject arguments are used

in. Social studies will also see the benefits of having their students learn how to better build

arguments and deconstruct others when interpreting older documents. I think other disciplines
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would benefit from this being implemented, and if they were to incorporate it into their own

classrooms they’d see an even greater yield of strong arguments from their students.

Community Impact

If this project expands far enough, I would like to see the debates go past just students at

La Joya. If other schools in the Tolleson Union High School District also have a sort of debate

club, we could potentially collaborate with them to have debates between schools. By having

these and posting podcasts, it will encourage students by having more competition and

motivation to excel in these debates.

Conclusion

La Joya Community High School hosts a very diverse student body often coming from

difficult socioeconomic backgrounds. Though technology is available for teachers and students

willing to use them, the culture of the school generally leans away from technology in instruction

unless necessary to the content (science and programming classes, school newspapers, etc.). The

school also provides assistance to students in difficult socioeconomic situations that will help

them in their school lives both in high school and in the pursuit of higher education.

Even considering the traditional nature of instruction at La Joya, the student body is very

much socially aware and politically active with the encouragement of the faculty as it is believed

that it motivates students in their study. The author believes that the implementation of a class

that allows students to formulate strong arguments that clearly articulate their thoughts would

allow for better student work in their classes, such as essays in English classes. By engaging

students with relevant and thought-provoking topics, students will feel more motivated to make

their arguments sound so their opinions are taken seriously by their fellow classmates.
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Project Narrative

The following will present a detailed report of the daily happenings of the project. By

listing such a detailed description of the project, I hope to have the project be relatively easy to

replicate for myself or others that wish to use the project for their own classroom.

Learning Goals and Outcomes

The podcast debate project is designed to allow students to fully develop their abilities to

criticize and construct arguments while presenting those abilities through their own technological

skills. In order to facilitate this outcome, there will be several essential questions that students

can choose from for the final podcast. These questions can vary depending on the classroom, but

it is recommended for the first podcast to discuss simple topics that students can readily identify

with. Such questions can include “Should La Joya require uniforms be worn by all students?”,

“Should physical education be required in order to graduate?” and “Should public prayer be

allowed in school?”. With the final podcast, questions should be more rigorous and

national/global, so students will be able to identify more diverse arguments in their research.

Questions such as “Should human gene editing be banned?”, “Should the government ever be

able to restrict free speech?”, and “Should the death penalty be abolished?”.

The project will address a total of six of the Arizona Career and College Ready Standards

and twelve ISTE standards. All of such standards will be addressed through the assessments at

the end of each lesson and will have associated technology to assist in the learning. State

standards mostly cover constructing and evaluating arguments in texts, compiling and using

research they have conducted, as well as understanding author’s intent and purpose. By being
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able to effectively implement their research into their arguments and understand the arguments of

others, the students will be able to perform exceptionally well on the final project.

Description of Project Based Learning Activities

Below is a comprehensive list of each day of the project including the objectives for each

day, standards addressed, technology used, and assessments.

Standards Description Assessments

Day 1
Learning Goal: Following
the argument and lecture,
students will be able to
identify the claims in two
arguments, as well as three
pieces of evidence in each
one, and critique one to see
how they could improve.
Day 2
Learning Goal: After an
introduction to online news
sources, students will be
able to evaluate 3 different
news sources discussing
the same topic and analyze
each ones argument.
11-12.W.7 Students will watch a mock debate between two Teachers will assess
ISTE: 3a, 3d teachers in which both make arguments defending understanding via a
their positions. The teacher will give a brief lecture worksheet that has
on the structure of arguments including evidence students identify
and claims. Following the lecture, students will three pieces of
complete a handout on Canvas where they break evidence, the claim
down the initial mock debate and critique both of both debaters,
sides’ arguments. Completed handout will be and a critique on
posted to their Evernote portfolio. Having the one of the debaters.
worksheet with an example of an argument they’re
personally familiar with will allow them to
reference it whenever they need to think about
constructing their own arguments later in the
project.
11-12.W.7, The teacher will give a short introduction to online Teacher will assess
11-12.W.8 news sources and some of the risks associated with understanding on
ISTE: 1c, 3a, using them as sources. Students will be put in 3 the students Padlet.
3b, 3d, 6a, 7d person groups and will choose a topic to research Using Padlet,
Workplace for their first mock debate on the web (not peer- students will post a
Standards: reviewed). Two sets of groups will cover the same link to each source
1.c, 1.d, 2.a-c topic, with one being assigned as a proponent, and and an analysis of
another being assigned as an opponent of the topic. the argument made
in each. Students
must identify one
claim and at least
two pieces of
evidence for each. 3
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Day 3
Learning Goal:
By the end of the class,
students will be able to
identify two similarities
and two differences
between peer reviewed and
non-peer reviewed articles
and determine which had
stronger arguments.
Day 4
Learning Goal:
By the end of class,
students will be able to
construct their own
argument with three pieces
of evidence, a claim, and
address a counter
argument.
Day 5
Learning Goal:
Following the mock
debate, students will be
able to effectively
articulate their argument to
others by addressing three
different sources
must be used and
each must have a
claim and their
evidence identified.
11-12.W.1, Students will use EBSCOhost or other research Teacher will assess
11-12.W.6-8 data bases to find three peer reviewed articles on student
ISTE: the topic they chose for the previous day. Students understanding on
1c, 3a, 3b, 3d, will identify the claim and two pieces of evidence Padlet. Using
6a, 7d for each article. Students will then compare the Padlet, students will
Workplace three peer reviewed articles to the non-peer post their
Standards: reviewed articles in their Padlet. Links to the comparisons of the
1.c, 1.d, 2.a-c Padlet will be posted to Evernote. articles. Students
must identify which
articles had better
arguments and why.
11-12.W.1, Students, in their groups of three, will construct an Teacher will assess
11-12.W.6-9 argument based on the topic of their choosing. student
ISTE Students will refer to their previous work to understanding on
1c, 3a, 3b, 3d, finalize their Padlet that they will use for the mock Padlet. Students will
6a, 7d debate. complete a
Workplace presentation through
Standards: Padlet that
1.c, 1.d, 2.a-c encompasses their
topic and argument.
Students must
include at least two
peer reviewed
sources and one
non-peer reviewed
source.
11-12.W.1, Students will be in six-person seating Teacher will assess
11-12.W.6-9 arrangements, with their own group and the group student
ISTE from the opposite side of their debate topic. Both understanding on
1c, 3a, 3b, 3d, groups will present their Padlet to the other, then Padlet. Students will
6a, 7d will review the others argument. be assessed by each
Workplace other on how well
Standards: their arguments was
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pieces of evidence they’ve
identified from peer
reviewed and non-peer
reviewed sources.
Day 6
Learning Goal:
Following the introduction
of debate topics, students
will be able to identify all
errors in an audio file and
be able to correct them.
Day 7
Learning Goal:
By the end of the activity,
students will be able to
identify three pieces of
evidence and a claim for an
argument and counter
argument for both sides of
a debate topic.
Day 8
Learning Goal:
By the end of the activity,
students will be able to
identify three pieces of
evidence and a claim for an
argument and counter
argument for both sides of
a debate topic.
Day 9
Learning Goal:
By the end of the class
session, students will be
able to effectively debate
their side of an argument
by citing three peer
1.c, 1.d, 2.a-c constructed,
evidence used, and
proper use of
citations.
11-12.RI.8, Students are given their topic for their debate Students will talk to
11-12.W.8-9 podcast, and will participate in a class activity in each other for each
ISTE which we all listen to several pieces of audio and listening and the
1.c, 1.d, 2.a-c determine how they can be fixed as a class. instructor will walk
Workplace around the class to
Standards assess their
2.a,2.c, 3.a- understanding and
3.d solutions to audio
problems.
11-12.RI.8, The same sets of two groups will be used in the Teacher will assess
11-12.W.1, previous assignments. Both groups will be student
11-12.W.6-9 assigned a topic but neither will know which side understanding by
ISTE they are advocating for until the debate. Focus of observing
1.c, 1.d, 2.a-c today is to identify which peer reviewed articles conversation and
Workplace they will use, as they will need to have three for asking for
Standards each side of the argument. elaboration on
2.a,2.c, 3.a- certain sources.
3.d
11-12.W.1, Students will use the articles they’ve identified and Teacher will assess
11-12.W.6-9 work on developing their arguments. Students will student
ISTE be working in their groups and use Padlet illustrate understanding by
1.c, 1.d, 2.a-c both sides of the argument. observing
Workplace conversation and
Standards evaluating the
2.a,2.c, 3.a- Padlets after the
3.d class session.
11-12.W.1, Students will be given the class time to record their Teachers will assess
11-12.W.6-9 podcast debate. An extra classroom should be used students based on
ISTE for the students to record their audio without other their composure and
1a, 3a, 6a, 6c, groups’ voices getting in the recording. Students professionalism in
7c, will be given which side of the debate they will be the debate. Students
advocating for and will debate based on that. will assess each
Podcasts will be recorded on FlipGrid. other based on the
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reviewed articles and use at same criteria.

least three pieces of
evidence in their claim, as
well as address
counterarguments.
Day 10 11-12.W.1, Students will be expected to come to class with Teacher will assess
Learning Outcome: 11-12.W.6-9 their podcast edited and ready to be listened to by students on their
By the end of the class, ISTE their peers. Each group of three will meet with ability to give
students will be able to 1a, 3a, 6a, 6c, another group of three outside of their topic. They feedback to one
give effective feedback to 7c, will both listen to the others podcast and give the another via a
their peers identifying two Workplace other feedback. handout that
things done well and one Standards: identifies two
area of improvement. strengths and one
area of
improvement.

Assessments

Assessments will be done either throughout the class or after class. Many of the

assessments will be done through Padlet, where the students will record their work for that day.

Days 1-5 focus on preparing students for research and their ability to construct arguments using

topics that they are likely to relate to. The teacher will assess students performance on their

Padlet and check for their understanding on how arguments are structured. Day 8 will also follow

this pattern as they will be using their Padlet once again. Since Padlet offers commenting

functionality, students can provide feedback to each other though that as well.

Days 6 and 7 will have students working closely together and will have the teacher assess

them through simple assessments such as check for understandings, Thumbs Up, Middle, Down,

Roses and Thorns, etc.

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Day 9 will be the recording session, and will focus more on the students physical

composure and professionalism throughout the debate. The teacher may have to mediate if any

debate gets off topic or unprofessional. (Appendix)

Day 10 will have students listening and evaluating each other on their podcasts. The

teacher will have a simple 2 strengths, one weakness evaluation sheet for students to fill out for

each other that will be turned in at the end of class (Appendix)

Technology

Students will use Padlet for organizing their arguments and providing a means for other

students to provide feedback. Padlet also allows students to customize their presentation make it

more personal and user-friendly. Padlet will be used throughout the project for students to

organize the arguments they make and those they are criticizing. Students will create three

different Padlets, one for days 2-3, 4-5, and for their final project.

Students will be using the database EBSCOhost for their research. EBSCOhost provides

a search engine that will help student fin peer reviewed articles relating to the research topics.

Students will need access to the internet in order to access it, and the class will likely need a

laptop cart in order to effectively use most of the technology required for the project.

In order for students to record their audio well in the case of having to have multiple

groups record in the same room, having the students record using microphones would help the

overall sound quality of the podcasts. If the school has a set that can be borrowed from music

classes or other disciplines, it would greatly benefit the project.

After Proposal Period

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This assignment can be built upon throughout the years by providing more technology

resources for the students to use, as well as expanding the concept of a podcast debate outside of

the classroom. This specific project is only designed to be done in two weeks, but having the set

up for an extracurricular club or an elective class will expand the idea further in a way that will

be more impactful for students. I’d like to be able to sponsor a club sometime in the future that

will have students hold a debate weekly and have other students in the club or just students from

around the school listen and provide feedback. Should the club have a solid student-body, it can

even collaborate with other debate clubs within the district and have debates with them.

Innovation

I wanted to go beyond a simple debate between students for this project so they can

become well versed in technology and explore a medium they may not get to use in their classes

often. Additionally, some students may not be comfortable presenting let alone debating in front

of other students, so having it done digitally will help them understand the concepts of arguments

and applying it without having the pressure of performing in front of others. I also considered

having it in video form, but some students may not be comfortable showing themselves on video

either. I decided on a podcast because it’s a way for students to get only their arguments across,

but still with an element of their personality in it.

It’s important for students to understand the use of audio as a medium due to the growing

landscape of audio-based media. By having students understand the nuances of audio-based

production, it will grant them skills necessary to critique this medium in the 21st century.

Budget Narrative
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Some aspects of the project will require certain materials to make the project successful.

It goes without saying that this project is heavily technology-based, and will require an ample

amount of laptops at the students disposal for most of the project in order for them to complete

the work. Laptop carts provided for the school are a valuable resource and have been seen to help

the students in their classes immensely since they’ve been used more in lessons. However, since

the class will be using these laptops for lose to two weeks, it is simply not feasible to rent a

laptop cart for that duration of time while other teachers will likely need to use it as well.

As of now at La Joya, we have 5 laptop carts for use that can be rented out by teachers,

excluding those that stay exclusively in certain teacher’s classrooms that use laptops frequently.

Since my classroom doesn’t have a laptop cart of it’s own, I will need to rent one for this project.

Many teachers do the same and find little issue renting a cart for one or two workdays in their

classrooms. I have considered using the computer lab, but I run in to the same problem being that

the duration of time necessary for the assignment would inhibit other teachers trying to use the

facility.

Thus, for my proposition I request the purchase of another laptop cart to be used by

teachers. By having more laptops at our disposal, I will be able to have my students work on this

project and have extra laptops for other teachers throughout the year. I will provide a breakdown

of the necessary costs for the purchase of another laptop cart below.

The next necessary piece of technology required for this project will be microphones. In

order for students to properly record their debate in a way that reflects the professionalism

expected of them, they will need quality audio equipment. That does not mean that I intend on

buying studio-level microphones, just something that will provide a better quality that using their

laptop or phone microphone.

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La Joya does not currently have microphones that can be rented by not-Theatre teachers.

I am requesting that we buy 6 microphones for this project. My classrooms can generally range

from 25-36 students, meaning that in order for this assignment in which two groups of three

students (totaling 6 students) to have a microphone to record, I will need to have at least 6

microphones to accommodate if I were to have 36 students in my future classes. I will provide a

breakdown of the necessary costs for the purchase of the 6 microphones below.
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References

Great Schools. (2019, October 6). Retrieved from

https://www.greatschools.org/arizona/avondale/2884-La-Joya-Community-High-School/

Item # and Cost Where to Purchase Funding Total Cost

Laptop 36 Link to Amazon Donorschoose.org $7,414.92

$205.97 page

Laptop Cart 1 Link to Walmart Donorschoose.org $399.99

$399.99 page
Microphone 6 Link to Amazon Donorschoose.org $83.94

$13.99 page
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Appendix

Inquiry Based Lesson Plan: https://drive.google.com/open?

id=1Bb2If5x2zzGyIO64_tbMRHTjEyTgE94I

Debate Evaluation Rubric: https://drive.google.com/open?

id=1mOsG0ET8lUqi2DNAKSbz8Zq1qSHnBrF5

Group Evaluation Rubric: https://drive.google.com/open?

id=1hm6ud2R_SZoRRiJ2NduNRC54uk2V5Hvk