Nicholas establishes expectations and debate routines with his students. He provides time before the debate for student groups to prepare for their roles in the debate. He structures the debate so students know and are prepared for their roles. And, after the debate, he asks students to reflect in writing on how they and their peers performed in the debate.
After we have clearly established the expectations and clarified the process for the day, I give each group five minutes to get themselves prepared and organized to present their debates for the rest of the class. It is interesting to watch because there were a few different approaches taken during the planning and development process of the two days prior. Some groups had both positions of their assigned topic do research and planning together as a whole, while others had the different positions on the topic research and plan exclusively of one another. When the groups are preparing at this point in the lesson today, there are small indicators of these differences.