falconbrook school
TRANSCRIPT
Falconbrook Primary School, P4C and Learning
‘We now accept the fact that learning is a lifelong process of keeping abreast of
change. And the most pressing task is to teach people how to learn.’
Peter Drucker, 1909–2005(Described by Business Week as ‘the man who
invented management’)
jamesnottingham.co.uk challenginglearning.com
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
Novice Beginner ProficientCompetent Expert
The Dreyfus Model of Skill AcquisitionB
asis
for A
ctio
n
Need routinesCan read the context
Need generalised rules and structures as a guide
Quality management systems can be very helpful
If something goes wrong, blame the system or senior people Little personal responsibility in this context
Novice: rule-governed behaviour
Beginner: hungering for certainty
Starting to notice patterns Wishing things were more predictable Looking for “the book” or “the expert” to provide the answers Feel limited personal responsibility
Efficient and organised Can assess relative importance and urgency Can readily describe and explain actions Feel personal responsibility for outcomes
Competent: planned & analytical
Proficient: strategic and able to read context
Seldom surprised, have learned what to expect Have organised knowledge into wise sayings Sometimes forget to explain complexities of the big picture to analytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour
Highly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert
performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices,
but great for teaching competent people
Expert: right thing at the right time
Most P4C sessions begin with a stimulus
Example question starters
What is … playing?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 …
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
ANALYSEANTICIPATEAPPLYCAUSAL-LINKCHOOSECLASSIFYCOMPARE CONNECTCONTRASTDECIDEDEFINE
DESCRIBE DETERMINEDISCUSSELABORATEESTIMATEEVALUATEEXEMPLIFYEXPLOREGENERALISEGIVE EXAMPLESGIVE REASONS
GROUPHYPOTHESISEIDENTIFYINFERINTERPRETORGANISEPARAPHRASEPREDICTQUESTIONRANKREPRESENT
RESPONDSEQUENCESIMPLIFYSHOW HOWSOLVESORTSUMMARISESUPPORTTESTVERIFYVISUALISE
A selection of thinking skills
136
Another principle of P4C
Not all of our questions answered …… but all of our answers questioned
21
?
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)
Number of words heard by children
A child in a welfare-dependent family hears on average 616 words an hour
A child in a working-class home hears on average 1,251 words an hour
A child in a professional home hears on average 2,153 words an hour
Number of words spoken by the time children are 3
500
700
1100
Hart & Risley, 1995
By the time they start school in the UK …
Some children start school knowing 6,000 words.
Others, just 500 words.
Rowntree Foundation
http://news.bbc.co.uk/1/hi/magazine/8013859.stm
Mozart – a child prodigy?
Intelligence is not fixed (Binet, 1909)
Alfred Binet1857 - 1911
‘Some recent philosophers have given their moral approval to the deplorable verdict that an individual’s intelligence is a fixed quantity, one which cannot be augmented. We must protest and act against this brutal pessimism … it has no foundation whatsoever.’
Middle class kids have better learning genes
Dweck & Hattie: We should focus on progress, not rank order
92
85
73
64
43
32
90
86
78
70
41
35
90
85
84
78
40
34
Assessment capabilities begin with …
ReadyFireAim
What’s the point?Learning IntentionsSuccess CriteriaInitial instruction
First attempts by children
Formative assessment and a focus on progress
Learning Intentionso To find out what links the Vikings with North East England
What is the point of this lesson and will I make progress?
Success Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions
Vikings Rape & pillage
Horned helmets
Longships
Norse language
AD 700 - 1100Why did they
attack Lindisfarne?
Dragon ships
Did they believe in God?
GateBairns
LadTarn
Thriding
Marzano – groups of 3 work best
Informal
Formal
Long-term
Vikings Rape & pillage
Horned helmets
Longships
Norse language
AD 700 - 1100Why did they
attack Lindisfarne?
Dragon ships
Captured Yorvik in 866
Dead warriors went to Valhalla
Eric Bloodaxe died in 954
Gods included Odin, Thor, Frigg & Loki
King Cnut ruled England
from 1016
Did they believe in God?
GateBairns
LadTarn
Thriding
Learning Intentionso Understand the process of hazard analysis and how it applies to food
Success Criteriao Use technical vocabulary o Identify a wide range of types of hazard o Communicate coherently
Year 7 – Food Unit
