p4c in Ås

What P4C does is give children the intellectual,

social and emotional tools that they need to think

well, to think judiciously and reasonably and, by means of the classroom

community of inquiry, foster the care,

commitment and courage to act on their thinking.

Co-creator of P4C: Anne Margaret Sharp

What are your learning intentions and success criteria?

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To understand how to keep developing P4C principles and practices

Find out some new ideas

Check the principles of P4C against my own practice

Take three action points away for use this week

Another principle of P4C

Not all of our questions answered …

… but all of our answers questioned

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What concepts can you spot in the video?

Identity (or being ‘me’)

Names

Indifference (‘whatever’)

The future

I think, therefore I am

Beliefs

Everything is possible

Socratic questions

Are you saying that …?

Can you give us an example of …?

Why do you say that …?

What reasons support your idea?

Are you assuming that …?

What would happen if …?

How could we look at this in a different way?

What alternatives are there to this?

Wouldn’t that mean that …?

What are the consequences of that?

Clarify

Reasons

Assumptions

Viewpoints

Effects

Facts and Concepts

Fact Paris is the capital of France

Concept (Capital) cities

Knowledge

Understanding

Typical format for P4C

1. Sit in a circle

2. Warm-up game

3. Story (or other stimulus)

4. Identify the concepts

5. Create (philosophical) questions

6. Vote for the best (or favourite) question

7. Share first thoughts

8. Ask for reasons

9. Check for understanding

10. Create cognitive conflict around the concept

11. Compare the concept with other concepts

12. Draw conclusions

A principle of P4C is to sit in a circle

Standing up game Repeat what someone else said Paraphrase what someone else said Add to what someone else said

Creating a Community of Inquiry

From www.p4c.comP4C Craft

Most P4C sessions begin with a stimulus

Example question starters

What is … Reality?

How do we know what is …

What if …

Always or never

When would …

What is the difference between …

Is it possible to …

Who decides what is …

Should we …

From The Brain RulesBy John Medina

Learning is about

making links

ANALYSE

ANTICIPATE

APPLY

CAUSAL-LINK

CHOOSE

CLASSIFY

COMPARE

CONNECT

CONTRAST

DECIDE

DEFINE

DESCRIBE

DETERMINE

DISCUSS

ELABORATE

ESTIMATE

EVALUATE

EXEMPLIFY

EXPLORE

GENERALISE

GIVE EXAMPLES

GIVE REASONS

GROUP

HYPOTHESISE

IDENTIFY

INFER

INTERPRET

ORGANISE

PARAPHRASE

PREDICT

QUESTION

RANK

REPRESENT

RESPOND

SEQUENCE

SIMPLIFY

SHOW HOW

SOLVE

SORT

SUMMARISE

SUPPORT

TEST

VERIFY

VISUALISE

A selection of thinking skills

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Developed during World War II, MBTI is a personality indicator designed to identify personal preferences

In a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than others

Sensing

Introversion

Judging

Thinking

Intuition

Extroversion

Perceiving

Feeling

Evidence Gut feeling

Think to talk Talk to think

Definite Possible

Logic/Reason Empathy

Myers Briggs Type Indicator (MBTI)

Stories

Lies

1 2 3 4

Coming out of the Pit with Venn Diagrams

Argument =Conclusion (Opinion)Supported by Premises (Reasons)

NB: Arguments are intended to be persuasive

What is an critical thinking “argument”?

Kriticos = able to make judgments

Critical Thinking

Comes from the Greek, Kriticos

Meaning: able to make judgments

Source: www.etymonline.com

challenginglearning.com

p4c.coop

james@p4c.com

@JamesNottinghm