Falconbrook Primary School, P4C and Learning   „We now accept the fact that learning is a     lifelong process of keeping ...
Co-creator of P4C: Anne Margaret SharpWhat P4C does is give children the intellectual,social and emotional tools  that the...
The Dreyfus Model of Skill Acquisition                                                               Can read             ...
Novice: rule-governed behaviour Need generalised rules and structures as a guide Quality management systems can be very ...
Competent: planned & analytical Efficient and organised Can assess relative importance and urgency Can readily describe...
Expert: right thing at the right timeHighly intuitive, based on huge store of wisdomGreat capacity to handle the unexpec...
Most P4C sessions begin with a stimulus
Example question startersWhat is …     playing?How do we know what is …     Who decides what is …What if …Always or neverW...
Socratic questionsClarify       Are you saying that …?              Can you give us an example of …?Reasons       Why do y...
A selection of thinking skillsANALYSE      DESCRIBE       GROUP       RESPONDANTICIPATE   DETERMINE      HYPOTHESI   SEQUE...
Another principle of P4CNot all of our questionsanswered …… but all of our answersquestioned
Myers Briggs Type Indicator (MBTI)Developed during World War II, MBTI is apersonality indicator designed to identifyperson...
Number of words heard by childrenA child in a welfare-dependent family hears on average616 words an hour               500...
By the time they start school in the UK …                                     Some children                               ...
Mozart – a child prodigy?
Intelligence is not fixed (Binet, 1909)                       „Some recent philosophers                       have given t...
Middleclass kidshavebetterlearninggenes
Dweck& Hattie: We should focus on progress, not rank order    92         90        90    85         86        85    73    ...
Assessment capabilities begin with …                                 What‟s the point?Ready                            Lea...
What is the point of this lesson and will I make progress?Learning Intentionso To find out what links the Vikings with Nor...
Why did they         Gate      AD 700 - 1100         attack Lindisfarne?    Bairns                                        ...
Marzano – groups of 3 work best                             Informal                             Formal                   ...
Why did they         Gate                    AD 700 - 1100          attack Lindisfarne?    Bairns    Captured             ...
Year 7 – Food UnitLearning Intentionso Understand the process of hazard analysis and how itapplies to foodSuccess Criteria...
challenginglearning.comp4c.coopjames@p4c.com    @JamesNottinghm
Falconbrook School
Falconbrook School
Falconbrook School
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Falconbrook School

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Slides used with Falconbrook staff in London on 26th April 2012

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Falconbrook School

  1. 1. 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.ukchallenginglearning.com
  2. 2. Co-creator of P4C: Anne Margaret SharpWhat 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.
  3. 3. The Dreyfus Model of Skill Acquisition Can read Need routines the contextBasis for Action Novice Beginner Competent Proficient Expert
  4. 4. Novice: rule-governed behaviour 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 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
  5. 5. Competent: planned & analytical Efficient and organised Can assess relative importance and urgency Can readily describe and explain actions Feel personal responsibility for outcomes 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 toanalytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour
  6. 6. Expert: right thing at the right timeHighly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices, but great for teaching competent people
  7. 7. Most P4C sessions begin with a stimulus
  8. 8. Example question startersWhat is … playing?How do we know what is … Who decides what is …What if …Always or neverWhen would …What is the difference between …Is it possible to …Should we …
  9. 9. Socratic questionsClarify Are you saying that …? Can you give us an example of …?Reasons Why do you say that …? What reasons support your idea?Assumptions Are you assuming that …? What would happen if …? How could we look at this in a different way?Viewpoints What alternatives are there to this? Wouldn‟t that mean that …?Effects What are the consequences of that?
  10. 10. A selection of thinking skillsANALYSE DESCRIBE GROUP RESPONDANTICIPATE DETERMINE HYPOTHESI SEQUENCEAPPLY DISCUSS SE SIMPLIFYCAUSAL- ELABORATE IDENTIFY SHOW HOWLINK ESTIMATE INFER SOLVECHOOSE EVALUATE INTERPRET SORTCLASSIFY EXEMPLIFY ORGANISE SUMMARISECOMPARE EXPLORE PARAPHRA SUPPORTCONNECT SE GENERALISE TESTCONTRAST PREDICT GIVE VERIFYDECIDE EXAMPLES QUESTION VISUALISEDEFINE GIVE RANK REASONS REPRESEN T
  11. 11. Another principle of P4CNot all of our questionsanswered …… but all of our answersquestioned
  12. 12. Myers Briggs Type Indicator (MBTI)Developed during World War II, MBTI is apersonality indicator designed to identifypersonal preferencesIn a similar way to left or right-handedness,the MBTI principle is that individuals alsofind certain ways of thinking and actingeasier than others Sensing Evidence Gut feeling Intuition Introversion Think to talk Talk to think Extroversion Judging Definite Possible Perceiving Logic/Reason Empathy Thinking Feeling
  13. 13. Number of words heard by childrenA child in a welfare-dependent family hears on average616 words an hour 500A child in a working-class home hears on average 1,251words an hour 700A child in a professional home hears on average 2,153words an hour 1100Number of words spoken by the time children are 3Hart &Risley, 1995
  14. 14. 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/ma gazine/8013859.stm
  15. 15. Mozart – a child prodigy?
  16. 16. Intelligence is not fixed (Binet, 1909) „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.‟ Alfred Binet 1857 - 1911
  17. 17. Middleclass kidshavebetterlearninggenes
  18. 18. Dweck& Hattie: We should focus on progress, not rank order 92 90 90 85 86 85 73 78 84 64 70 78 43 41 40 32 35 34
  19. 19. Assessment capabilities begin with … What‟s the point?Ready Learning Intentions Success Criteria Initial instructionFire First attempts by childrenAim Formative assessment and a focus on progress
  20. 20. What is the point of this lesson and will I make progress?Learning Intentionso To find out what links the Vikings with North East EnglandSuccess Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions
  21. 21. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Lad Tarn Vikings Thriding Norse Rape &language pillage Did they believe in Longships God? Dragon Horned ships helmets
  22. 22. Marzano – groups of 3 work best Informal Formal Long-term
  23. 23. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Captured Lad Yorvik in 866 Tarn Vikings Thriding Norse Rape & language pillage King Cnut Did they believe inruled England Longships God? from 1016 Dragon Horned helmets Gods included ships Odin, Thor, Eric Bloodaxe Frigg & Loki Dead warriors went died in 954 to Valhalla
  24. 24. Year 7 – Food UnitLearning Intentionso Understand the process of hazard analysis and how itapplies to foodSuccess Criteriao Use technical vocabularyo Identify a wide range of types of hazardo Communicate coherently
  25. 25. challenginglearning.comp4c.coopjames@p4c.com @JamesNottinghm

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