Debate Centered Instruction Helps Students Find Common Ground

Andrew Garcia Chavez is a Social Studies teacher at Latino College Preparatory Academy in San Jose. Initially drawn to a career in economics, Andrew’s passion for teaching ignited during a summer program in Japan where he saw firsthand the profound impact he could have on his students.

“I fell in love with teaching as I witnessed the powerful voices of young people. We had intense conversations about the challenges facing society, from immigration and an aging population to the decline in childbirth,” he recalled. “It was incredible to craft speeches with these students and hear their perspectives.”

After returning to college, Andrew decided to pursue a minor in education and set his sights on becoming a teacher. He earned his master’s degree and began teaching at KIPP in 2021. By 2022, he was teaching history, AP World History, and Ethnic Studies at Latino College Prep. Then in 2023, he took on the role of Speech and Debate coach, leading his team to the prestigious Tournament of Champions in Kentucky.

This year, Andrew has been particularly focused on Debate Centered Instruction (DCI). “Some students have a tendency to become a bit combative, and I wanted to channel that energy into something more collaborative,” he explained. “The DCI Coming to Consensus exercise challenges students to find common ground. One student, initially disengaged with the work, found his voice and stepped into a leadership role. It was incredible to watch him transform.”

In one memorable class discussion, the students debated whether the American Revolution was virtuous. It became one of the most powerful classroom conversations of the year, with one student in particular evolving from shy and passive to confident and engaged, sparking enthusiasm in his peers.

“Students have so much to say. As a society, we often fail to fully appreciate the knowledge and perspectives young people bring to the table. The focus shouldn’t just be on who's right and who's wrong—it should be about finding common ground,” Andrew reflected. “With DCI, students learn how to engage in those kinds of conversations, especially about controversial topics.”

DCI has proven to be an effective tool for students who are so absorbed in their own arguments that they struggle to consider multiple viewpoints. “Helping students see the gray areas can be challenging, but DCI helps students learn how to construct speeches. Many students worry about saying things the ‘right’ way, so the structure of speeches, along with background knowledge and sentence starters, is invaluable,” Andrew explained. “They start by learning to create a clear beginning, middle, and end. Once they grasp that framework, they begin to experiment and build from there.”

Recently, Andrew led a Socratic seminar focused on Just Mercy, discussing the prison system. The conversation was particularly emotional due to a recent local news story involving a 13-year-old boy suspected of murder, who, due to his age, could serve as little as eight months in an unlocked ranch facility. This real-world example sparked a passionate classroom debate on juvenile justice in America, with students grappling with difficult questions about punishment, reform, and justice.

“DCI equipped students with the tools to engage in meaningful dialogue during the Socratic seminar. They felt more confident speaking up and contributing to the discussion,” said Andrew. “SVUDL has been a great support to me by offering resources that have been especially valuable.”

Through his work, Andrew has created an environment where students can not only learn but also develop the skills to engage in thoughtful, respectful conversations—skills that will serve them well beyond the classroom.