I believe in modeling and experiential learning.  The philosophy, I do - we do- you do, is also successful in my opinion.  In an ideal lesson I would start with big picture ideas demonstrated through audio, visual, and kinesthetic learning whenever possible.  I would ask a willing varsity member to demonstrate the speaking/debate event and then engage the class in conversation.  When I believe an understanding has been reached on an audio and visual level, I would ask willing students to begin working through actually performing parts or the whole speech.  

As I move forward with speech and debate instruction, I will be creating short, entertaining web lessons.  View the first series above. 

Click on the pic below to view research compiled for the March 2016 PF topic (negative case)

Research for today's debate events has drastically changed since I was a student.  What's a library and an index card?  My response now would be "Ask Google." I have relished the opportunity to teach students how to use the latest technology and research methodologies to their advantage.  

I always attempt to relate debate skills to real world applications.  Interviewing, presentations, college speaking, self critiquing and monitoring, team building, goal setting, and professionalism are only a few skills that are transferable.