This one-day course is a practical exposure to the practice and methodology of conducting philosophic inquiry in the classroom. The course is presented by FAPSA accredited teacher trainers who all have extensive experience working with children. This is a NSW Institute of Teachers accredited course (6 points).
| Session One: What is Philosophy with children? (1 hour) An overview of the pedagogy behind philosophy with children (Dewey, Lipman and Vygotsky) focusing on the community of inquiry, student-centred learning and peer modelling of the social and intellectual behaviour required for higher order thinking and group inquiry. What exactly is philosophy with children and why do it? How does it differ from traditional classroom practice? What is a community of inquiry? How can it enhance and complement current teaching practice? |
| Session 2: How do you conduct a philosophy session? (1.5 hours) This is a demonstration lesson where teachers participate and experience as students would in a practical philosophy lesson, which includes how to access different stages with different stimulus materials, and the select themes that are relevant to philosophy and critical thinking skill development.1. Establish the rules of a community of inquiry and conduct an exercise that teaches a social and/or thinking skill.2. Introduction of the stimulus material is introduced (current affair, book or event within the child’s world) in order to elicit questions from each participant.3. Collecting and grouping of questions thematically and then selecting one topic or question to discuss within the group.4. Conducting a group inquiry into the chosen theme and/or question including establishing and testing criteria.5. Reflecting and evaluating the discussion from both the social and thinking point of views.Q&A, which includes an explanation of the logic of a philosophy lesson and the difference in a sequential and a conceptual discussion plan. |
| Session 3: The rules and tools of philosophic inquiry methodology with children (1 hour) The rules and tools of a philosophy lesson are critical for the effective implementation of group discussion as the mode of learning. The rules cover the social aspects of the teaching activities which children how to conduct themselves ethically within the group: for example learning how to agree and disagree respectfully or turn taking. The tools need to be explicitly taught one by one to furnish the students with the skills to be able to conduct group inquiry: for example reason giving, giving examples and counter examples, drawing inferences and uncovering assumptions. The art of questioning, including an examination of the Question Quadrant and categorization of questions including: the difference between open and closed questions, comprehension versus conceptual questions, scientific versus speculation questions and what exactly is a philosophic question. |
| Session 4: What are the Big Questions? (1 hour) A focus on themes and questions that are likely to provoke productive group inquiry in K-6 and what resources can be used to guide the students in discussion. There is a difference in degree rather than content in how to illicit philosophic discussion from children and this is reflected in the different stimulus used and the difference in the task demands:An exploration of the role of teacher as ‘facilitator’ of the group discussion and the need for procedural questions i.e. questions which maintains the logical integrity of the discussion and the skills needed to provoke and probe the concepts more thoroughly. |
| Session 5: Concept development and exploration (1 hour) This session demonstrates alternative strategies, activities and themes that can be used to develop critical and creative thinking in a student centred learning environment. |
| Session 6: Lesson planning and evaluation (1 hour) A discussion on evaluation processes on the community of inquiry including understanding of the meta-cognition of group discussion, level of participation, clarity of expression, ability to stay on topic, ability for the participants to building on each other’s ideas. This assists the teacher to gain a perspective on the scope and sequence of students’ inquiry skills. How philosophy fits into all areas of learning and subjects in the curriculum: Resources and further professional developmentQ&A |
