How Do I Choose Between Dialogue, Debate and Discussion to Explore Challenging Topics?

Debates, dialogues, and discussions are three effective structures for getting students to talk with each other and think deeply about the content of your course, particularly if you’re exploring complex, challenging, or controversial topics. But each structure has its own goal and process. Depending on your learning objectives, class environment, and course content, one structure might make better sense for you and your students.

Strategies & Examples

Consider the Goals of the Activity. While all three activity structures aim to engage students’ oral communication, the goals of each differ (Nagda, Gurin, Rodriguez, & Maxwell, 2008). You might find that one goal is better suited for your instructional purposes or the topic you are examining.

• In a DEBATE, students are expected to argue or defend a position, drawing on evidence to strengthen their claim; the goal is to prove incomplete or wrong the argument of the opposing side. For example, Dan Shepardson, Professor Emeritus in Geosciences at Purdue University, has his students work in groups to develop position statements on climate change and debate them. He lets students know that they do not actually have to agree with or accept the position they take for this activity, but that they must create the best argument possible supporting this position based on the evidence.
   
• In contrast, a DIALOGUE is meant to provide clarity and understanding, often drawing on our own personal experience, to unearth conflict or broaden perspective taking; the goal is to find common ground among the discussants with a focus on the process, not the content. A dialogue might be useful, for example, if you have your students working in groups for a class project focused on a real-world problem and you notice the students are struggling to work together. Structuring a dialogue for the group members to engage in where they are asked to suspend judgements on each other’s perspectives, actively listen to each other’s experience of working in the group, and asking questions could help with developing a better understanding of the existing conflicts.  
   
• Finally, a DISCUSSION, like a dialogue, is meant to provide clarity and understanding but directed towards course content, with our personal experience seen as separate. Read how Rachel Mordecai in the English department shares how she facilitates discussions to guide her students in making textually grounded interpretations.

Consider the Role Listening Plays in Each Structure. Because each structure draws on our students’ oral communication skills, active listening plays an important role (Nagda, Gurin, Rodriguez, & Maxwell, 2008). However, how students listen during the activity differs and you might find that one approach to listening makes better sense for what you want to accomplish.

• In a DEBATE, students are listening for flaws in the other side’s argument so they can develop a counterargument; the role listening plays is to identify weaknesses.
   
• In DIALOGUE, students listen to identify connections, hear different perspectives, and to find new ways of understanding; listening during a dialogue helps students learn from mistakes or identify their own assumptions and biases.
   
• In a DISCUSSION, students listen to share their own perspectives or elaborate on a previously presented perspective to come to a common understanding.

Consider the Process. Since each structure has its own goal, it also has its own process for students to follow. As you select the structure that makes sense for your learning goals, consider how you will communicate the process to your students.

• In a DEBATE, students often prepare their arguments by reading or conducting research, presenting them, and debriefing as to which side made the more compelling argument. Harvard University provides a high-level outline for how to structure and prepare students for a debate in class. 
   
• Facilitating a DIALOGUE involves creating a place for students to discuss a prompt or question with the understanding that there is no “right” answer and includes an emphasis on self-reflection. University of Victoria’s Facilitating Dialogue in the Classroom resource, while intended for a K-12 audience, provides helpful facilitation guidance.
   
• Structuring a DISCUSSION can take many forms, but often involves prompts developed in advance by the instructor or students that stimulate critical thinking about a topic. See our How Do I Structure Discussions for Deeper Learning? web page for advice on developing prompts and possible discussion structures to use in class.

Consider How You’ll Prepare and Support Your Students. Regardless of which structure you choose, it’s helpful to clearly communicate the purpose of the activity to your students, how they should prepare, and consider establishing classroom norms for participating (or remind students of the norms you established previously). After the activity, you might also provide an opportunity for students to reflect on the experience. These reflection opportunities could include exit tickets or a critical incident questionnaire that students complete individually and hand in as they leave class. You can decide if and/or how you might address this feedback in the next class.

Nagda, R., Gurin, P., Rodriguez, J., & Maxwell, K. (2008). Comparing debate, discussion, and dialogue. Retrieved on July 18, 2024 at https://depts.washington.edu/fammed/wp-content/uploads/2018/06/3d-HANDOUT.pdf