Prepared Motions

NUDC 2016 Kopertis IV

1. THW (This House Would) introduce online sales tax.

2. TH as Indonesian government will allow indigenous community to exercise
their law as an effort to protect environment.
3. TH as college organization would refrain from using aggressive measures of
campaign.
4. As developing countries, THBT (This House Believes That) furthering
development is more important than establishing democracy.
5. TH supports inclusive education.
6. TH regrets computer-based exam.
7. THW apply mother tongue language at school.
8. THW apply capital punishment for pedophiles. The term capital is derived from
the Latin capitalis ("of the head", referring to execution by beheading).[1]
9. THW allow plastic surgery.
10.THW make poor corrupt.
11.THW oblige parents to immunize their children.
12.THW oblige Indonesian celebrities to earn higher education degrees.

Note:
Impromptu motions may appear during the competition.

What is Inclusive Education?

Inclusive education means that all students attend and are welcomed by their neighbourhood
schools in age-appropriate, regular classes and are supported to learn, contribute and participate in
all aspects of the life of the school.

Inclusive education is about how we develop and

design our schools, classrooms, programs and activities so that all students learn and participate
together.
Neighbourhood schools are the heart of our communities, and Inclusion BC believes they are
essential for a quality inclusive education system. Therefore we believe it is important to support a
public education system in B.C.

Benefits of Inclusive Education

All children benefit from inclusive education. It allows them to:

Develop individual strengths and gifts, with high and appropriate expectations for each child.
Work on individual goals while participating in the life of the classroom with other students
their own age.
Involve their parents in their education and in the activities of their local schools.
Foster a school culture of respect and belonging. Inclusive education provides opportunities
to learn about and accept individual differences, lessening the impact of harassment and bullying.
Develop friendships with a wide variety of other children, each with their own individual needs
and abilities.
Positively affect both their school and community to appreciate diversity and inclusion on a
broader level.

Q&A's
Why is inclusive education important?

Its important because as Canadians, we value our diverse communities. These communities start at
school, where all students learn to live alongside peers. They learn together; they play together; they
grow and are nurtured together.

Is inclusive education for everybody?

The simple answer is YES. However, individual needs may mean that some students need to spend
time out of regular class for a particular purpose. There are always exceptions, but they are in fact
EXCEPTIONS: if needed, they are individualized in the students community school.

How can I make the school in my community more inclusive?

Ask your school principal what is being done to support teachers to include students with diverse
needs in the classroom.

What should I expect?

You can expect the school to provide a plan to support teachers and students through good inclusive
practices like collaboration, team work, innovative instructional practices, peer-strategies, and
more.

Many governments, like Burundi recently, are now making English an official national language.
Their motivation behind this is to grow their economies and improve the career prospects of their
younger generations. Alongside this move, we are seeing a trend, particularly across Sub-Saharan
Africa, to introduce English as a medium of instruction in basic education.
However, research findings consistently show that learners benefit from using their home language
in education in early grade years (ahead of a late primary transition stage). Yet, many developing
countries continue to use other languages for teaching in their schools.
In Kenya, the language of instruction is English, and some learners in urban and some cosmopolitan
settings speak and understand some English by the time they join school. But learners in the rural
areas enter school with only their home language. For these learners, using the mother tongue in
early education leads to a better understanding of the curriculum content and to a more positive
attitude towards school. There are a number of reasons for this.
First, learning does not begin in school. Learning starts at home in the learners home language.
Although the start of school is a continuation of this learning, it also presents significant changes in
the mode of education. The school system structures and controls the content and delivery of a predetermined curriculum where previously the child was learning from experience (an experiential
learning
mode).
Opens in a new tab or w indow.

On starting school, children find themselves in a new physical environment. The classroom is new,
most of the classmates are strangers, the centre of authority (the teacher) is a stranger too. The
structured way of learning is also new. If, in addition to these things, there is an abrupt change in the
language of interaction, then the situation can get quite complicated. Indeed, it can negatively affect

a childs progress. However, by using the learners home language, schools can help children
navigate the new environment and bridge their learning at school with the experience they bring from
home.
Second, by using the learners home language, learners are more likely to engage in the learning
process. The interactive learner-centred approach recommended by all educationalists thrives in
an environment where learners are sufficiently proficient in the language of instruction. It allows
learners to make suggestions, ask questions, answer questions and create and communicate new
knowledge with enthusiasm. It gives learners confidence and helps to affirm their cultural identity.
This in turn has a positive impact on the way learners see the relevance of school to their lives.
But when learners start school in a language that is still new to them, it leads to a teacher-centred
approach and reinforces passiveness and silence in classrooms. This in turn suppresses young
learners potential and liberty to express themselves freely. It dulls the enthusiasm of young minds,
inhibits their creativity, and makes the learning experience unpleasant. All of which is bound to have
a negative effect on learning outcomes.
A crucial learning aim in the early years of education is the development of basic literacy skills:
reading, writing and arithmetic. Essentially, the skills of reading and writing come down to the ability
to associate the sounds of a language with the letters or symbols used in the written form. These
skills build on the foundational and interactional skills of speaking and listening. When learners
speak or understand the language used to instruct them, they develop reading and writing skills
faster and in a more meaningful way. Introducing reading and writing to learners in a language they
speak and understand leads to great excitement when they discover that they can make sense of
written texts and can write the names of people and things in their environment. Research in Early
Grade Reading (EGRA) has shown that pupils who develop reading skills early have a head-start in
education.
It has also been shown that skills and concepts taught in the learners home language do not have to
be re-taught when they transfer to a second language. A learner who knows how to read and write in
one language will develop reading and writing skills in a new language faster. The learner already
knows that letters represent sounds, the only new learning he or she needs is how the new language
sounds its letters. In the same way, learners automatically transfer knowledge acquired in one
language to another language as soon as they have learned sufficient vocabulary in the new
language. For example, if you teach learners in their mother tongue, that seeds need soil, moisture
and warmth to germinate. You do not have to re-teach this in English. When they have developed
adequate vocabulary in English, they will translate the information. Thus, knowledge and skills are
transferable from one language to another. Starting school in the learners mother tongue does not
delay education but leads to faster acquisition of the skills and attitudes needed for success in formal
education.
Use of the learners home language at the start of school also lessens the burden on teachers,
especially where the teacher speaks the local language well (which is the case in the majority of the
rural schools in multilingual settings). Research has shown that in learning situations where both the
teacher and the learner are non-native users of the language of instruction, the teacher struggles as
much as the learners, particularly at the start of education. But when teaching starts in the teachers
and learners home language, the experience is more natural and less stressful for all. As a result,

the teacher can be more creative and innovative in designing teaching/learning materials and
approaches, leading to improved learning outcomes.
In summary, the use of learners home language in the classroom promotes a smooth transition
between home and school. It means learners get more involved in the learning process and speeds
up the development of basic literacy skills. It also enables more flexibility, innovation and creativity in
teacher preparation. Using learners home language is also more likely to get the support of the
general community in the teaching/learning process and creates an emotional stability w

Pros and Cons of Online Testing Tools

Any new technology can present different challenges and offer different
assets to users. For the teacher, the decision may be complicated by a
limited school budget, concerns about the technologys reliability and
accuracy, and issues with student access to a compatible and functional
computer. While there is risk in any change of technology, particularly in
something as potentially high-stakes as testing, the rewards to both the
student and the teacher can be significant.
Potential Pros for Online Testing Tools

Automatic grading

Recycling of test materials

Online data storage facilitates testing management, eliminating need for storage and increasing the security
of test and results through data encryption (Hovland, 2005)

Students can receive instant feedback

Basic sites are free

Improved accessibility for students with disabilities

Reduction or elimination for the need for a proctor - Frees teachers time and resources

Environmental benefits such as reduced paper usage

Convenience for students in terms of time and place

Answer data is compiled for easy analysis

Natural choice for testing in fully online course

Automatic formatting of questions and options

More affordable state testing (Hovland, 2005)

Reduce result reporting delay to 48 hours (Hovland, 2005)

Use of computer-adaptive testing (method that provides harder or easier questions based on student
response) (Hovland, 2005)

Potential Cons for Online Testing Tools

Time must be spent for

learning the tool

More difficult to safeguard

against cheating

Fewer types of questions

can be asked

Testing software may be

expensive

Requires an Internet
connection

Requires computer literacy

Students have varying

levels of experience with
computers (Hovland, 2005)

Initial creation of tests may

be more complex

Computers or Internet
connection may unreliable
during test

Incompatibilities in browsers
can create display problems

Computer or user error may

destroy results

Limited number of
computers in classrooms

requires lab use (Hovland,

2005)

Requires research into

online test validity and
reliability (Hovland, 2005)