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compelling. To persuade the judge and the audience, the speaker should have
strong arguments, which means tough reasoning, factual support, and refutations
as well as a strong manner, which includes gestures, eye contact, posture, voice,
and the use of humor.
Throughout the debating exercise, scientifi c evidence supporting their reasoning should be clear and easy to understand. In the rebuttal, each team explains
where their points stand, and where the points of the other team fall, from the
social and economic perspectives. Overall, we try not to lose our senses of humor.
In addition, the students are able to practice listening to understand what each
speaker is saying, as well as good teamwork, and expressing their own points
while refuting the other team.
3.3 Materials Used for Case Studies in ECLA
This sub chapter introduces material used for three case studies in detail. As illustrated in Fig. 3.3 , based on provided material, students analyze the fact and interacted with teacher to build leadership capacity through and through.
Fig. 3.3 Material used for case studies in ECLA
M. Onuki and K.J. An
compelling. To persuade the judge and the audience, the speaker should have
strong arguments, which means tough reasoning, factual support, and refutations
as well as a strong manner, which includes gestures, eye contact, posture, voice,
and the use of humor.
Throughout the debating exercise, scientifi c evidence supporting their reasoning should be clear and easy to understand. In the rebuttal, each team explains
where their points stand, and where the points of the other team fall, from the
social and economic perspectives. Overall, we try not to lose our senses of humor.
In addition, the students are able to practice listening to understand what each
speaker is saying, as well as good teamwork, and expressing their own points
while refuting the other team.
3.3 Materials Used for Case Studies in ECLA
This sub chapter introduces material used for three case studies in detail. As illustrated in Fig. 3.3 , based on provided material, students analyze the fact and interacted with teacher to build leadership capacity through and through.
Fig. 3.3 Material used for case studies in ECLA
M. Onuki and K.J. An