Embedding philosophy in our community
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Authors
Sayce, Lucy
Bull, Lyn
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 2 Lower secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to investigate the worth of Philosophy for Children as a strategy for challenging able, gifted and talented pupils within a mainstream classroom environment.
Aims: The main aim of the project was to investigate the worth of Philosophy for Children as a strategy for challenging able, gifted and talented pupils within a mainstream classroom environment.
Methods: The project group consisted of teachers from both primary and secondary phases and two LA consultants, who were self-motivated to learn and had expressed an interest in learning more about P4C. The project used CPD sessions, peer coaching, observation, teacher assessment, and pupil consultation data to measure progress towards success criteria. Teachers reflected on their practice and communicated project work to colleagues.
Findings: The project found that P4C strategies can challenge able, gifted and talented pupils in a mainstream classroom environment. Evaluation showed a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings of this project suggest that P4C can be used to challenge able, gifted and talented pupils in a mainstream classroom environment. It has had a positive impact on pupil learning, teaching, and school organisation and leadership.
Aims: The main aim of the project was to investigate the worth of Philosophy for Children as a strategy for challenging able, gifted and talented pupils within a mainstream classroom environment.
Methods: The project group consisted of teachers from both primary and secondary phases and two LA consultants, who were self-motivated to learn and had expressed an interest in learning more about P4C. The project used CPD sessions, peer coaching, observation, teacher assessment, and pupil consultation data to measure progress towards success criteria. Teachers reflected on their practice and communicated project work to colleagues.
Findings: The project found that P4C strategies can challenge able, gifted and talented pupils in a mainstream classroom environment. Evaluation showed a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings of this project suggest that P4C can be used to challenge able, gifted and talented pupils in a mainstream classroom environment. It has had a positive impact on pupil learning, teaching, and school organisation and leadership.
Description
Keywords (free text)
Primary education , Junior education , Secondary education , Art , English - reading , English - speaking and listening , English - writing , History , Science