Transcript P4C (Askit) and RE

RE and Askit (P4C)
Dr Nicola O’Riordan
19th May 2016
Aims
• To give a brief overview of the aims, origins,
methodology and impact of P4C (askit)
• To explore how the P4C (askit) approach addresses
elements of the statutory curriculum with special
reference to RE
• To explore techniques for developing pupil questioning
• To experience a community of enquiry
‘Philosophy begins in wonder.’
Plato
Where does P4C (askit) come from?
The aims of P4C (askit)
•Develop
cognitive ability and
emotional intelligence
•Help children become more reasonable
thinkers and problem solvers
•Promote dispositions and qualities such
as curiosity, creativity and wisdom
•Develop philosophical
conceptualisation
The impact of P4C (askit)
“… the more disadvantaged pupils
participating in the EEF trial saw their reading
skills improve by four months, their maths
results by three months and their writing
ability by two months”
(SAPERE Research Highlights, 2015)
Big ideas in the RE curriculum
Justice
Freedom
Forgiveness
Faith
Celebration
Worship
Pilgrimage
Stewardship
Values
Belief
Identity
Rituals
Rules Respect
From concepts to questions
Rules
What are rules?
Where do rules come from?
Do we need rules?
Are some rules more important than
others?
Should we always obey rules?
Question sorting: philosophical or not?
Is Christmas a celebration?
What does it mean to have faith?
Do Sikhs worship in a temple?
Do religions need rituals?
What is the value of a bag of crisps?
Do you need to travel to be a pilgrim?
What time does worship start?
Concept cake
Look at the cards. Choose the ingredients
that you think are important for happiness.
Sort your ingredients according to whether
they are ‘necessary’ or ‘sufficient’
conditions for happiness.
Philosophical corners
Wanting things can’t make you happy
Peace of mind comes when you are
content with having just enough
Community of Enquiry: A Buddhist Legend
• Ask a big question for enquiry
• Agree and disagree and say why
• Give examples and counter-examples
to support viewpoints
Preparation Activity: Connections
Community of Enquiry: A Buddhist Legend
How Violence is Ended
Community of Enquiry: A Buddhist Legend
Is
forgiveness trust
forgiveness a
sign of
wisdom revenge
strength or
duty
weakness?
Is it wise to let
wrongdoing go
unpunished?
mercy justice
What is the
violence
difference
between justice
and revenge? power war conflict
Should those in
power be
punished more
harshly for
wrongdoing?
death
Community of Enquiry: A Buddhist Legend
Did you:
•Ask a big question for enquiry?
•Agree and disagree and say why?
•Give examples and counter-examples
to support viewpoints?
Community of Enquiry: follow-up activities
Agree or disagree?
If you do something wrong you should
be punished for it.
What if…
Introducing
Developing
Embedding
( Level 1 / Bronze)
(Level 2 / Silver)
(Level 3 / Gold)
Askit Level 1 – two day
course
Askit ‘Tools for Thinking
Together’
Askit Level 2
The training will enable
you to give pupils tools
to move their thinking
forward. Provide
opportunities for
discovery and problem
solving, and help you
develop their natural
desire to wonder.
You will be able to plan
and lead a philosophical
enquiry with your class
The training will enable you to
become a more versatile and
confident Askit facilitator.
It will address obstacles that
you may have identified in
enquiries that you have
facilitated and will drive higher
order questioning and thinking
skills for your class
(3 months practice and 6
enquiries)
This course is for teachers who
want to develop a leadership
role in Askit and will qualify
you for leader accreditation
Costings for Askit
Askit level 1 whole school training
2 days of training (up to 22 teachers)
includes RVCs and handbooks £2200
Mentoring and coaching support day
£400
Askit level 1 open course £200 pp