Request for help…memorization

This is a post requesting information rather than giving it.  I have a student this semester who has some speaking talent, but has a really, really tough time memorizing his speeches.  I am wondering what strategies all of you experts out there can offer on this skill.  I never had a problem memorizing speeches, so I never really used a “strategy” – reading it over for the 1000 times that I had to made it stick for me.  But, with him, it just doesn’t stick.  So, any suggestions in the comments section would be MUCH appreciated!

Online Resource – PBS Point of View series

I am searching for interesting material to use in my Argumentation and Debate class next semester and came across the PBS website for their Point of View series.  I’ve used Frontline material in my classes before and thought it was great, but I haven’t used any of the POV stuff.  But, it seems perfect for both debate classes and parliamentary debate teams for background information on a bevy of issues.  The topics seem what would be interesting to students and PBS supplies suggestions for using the materials in classes.  They even refer to using the forensics coach on campus to access “ballots” for evaluating in-class debates.  There are a number of shows on varying subject matter, both domestic and international.

Instructional Idea – Flowing and “line-by-line”

Today’s instructional idea is one of my favorite activities to do with students to demonstrate the idea of line-by-line debating and flowing.  I can’t remember exactly where I learned it, but I’ve used it for a number of years at institutes and the students always like it and I find they have a better idea of how line-by-line works after we do it. 

ITEMS NEEDED:

Deck of cards (or two or three)

Large table/floor space

Flow paper

Different colored pens (2 colors)

ACTIVITY

Get a space where you can lay the playing cards out in a vertical line and side-by-side.  Try to make this location where the students can not see it (behind them perhaps).  Start by flipping over the first card and reading the number and suit out loud to the students, e.g. “My first argument is the three of hearts” – the students should write down what you say on a flowsheet as they would an argument.  Continue to read the number and suit out loud, spacing the cards out in such a way that you will have room to put multiple cards next to each one of them.  Once you have five or six cards stop and tell the students you are moving to the next speech.  For this speech, you should use three point “refutation”, so you would say, “Off the three of hearts, I have two responses, my first is the four of clubs, my second is the ace of diamonds.”  and lay the cards so you can tell they are responding to the three of hearts.  Continue on in this manner, conceding arguments sometimes, making MANY answers to one card, etc.  Once you have completed the “debate” you can have students bring their flows and compare it to the actual “flow” of playing cards you have laid out on the table or floor.

BENEFITS OF THE ACTIVITY

I find this activity to have a number of benefits.  First, it allows the students to get away from having to understand what is being said and allows them to just concentrate on how to flow correctly – proper spacing, line-by-line structure, using symbols, etc.  Second, it uses correct refutation style that they can model in their debates.  Third, it provides students with a visual representation of the flow through the playing cards.  You can play around with this activity – having different “flow sheets” (one on the table, one on the floor, etc.), reading faster and faster, using UNO cards instead of playing cards, having students read the cards, etc.  This is a great activity for novii to do each week.