p4c in Ås
DESCRIPTION
Slides used on 24th April with the P4C practitioners of ÅsTRANSCRIPT
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?
LI
SC
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
21
?
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
