‘Philosophy for Children’: deepening learning. The impact of ‘thinking through philosophy’ on pupils’ learning The primary children in this Scottish.

‘‘Philosophy for Children’: Philosophy for Children’: deepening learningdeepening learning

The impact of ‘thinking through The impact of ‘thinking through philosophy’ on pupils’ learningphilosophy’ on pupils’ learning The primary children in this Scottish study showed:The primary children in this Scottish study showed:

– greater improvements on number tasks, verbal and non-verbal reasoning tasks compared greater improvements on number tasks, verbal and non-verbal reasoning tasks compared with control groupswith control groups

– learning gains across the range of abilities – particularly middle level performerslearning gains across the range of abilities – particularly middle level performers– consistent gains across schools and pupils – both boys and girls showed significant gains in consistent gains across schools and pupils – both boys and girls showed significant gains in

post-testspost-tests

The other benefits of ‘thinking through The other benefits of ‘thinking through philosophy’philosophy’

Teachers increased their use of open-ended questionsTeachers increased their use of open-ended questions Pupils increased their participation in classroom discussion and showed Pupils increased their participation in classroom discussion and showed

greater use of critical reasoninggreater use of critical reasoning Thinking skills learnt through dialogue were transferred to non-verbal and Thinking skills learnt through dialogue were transferred to non-verbal and

numerical reasoning tasksnumerical reasoning tasks

Thinking through philosophy lessons Thinking through philosophy lessons involved:involved: one-hour lessons with three main components: one-hour lessons with three main components:

– introductionintroduction– collaborative working, andcollaborative working, and– closureclosure

open-ended questioning by the teacher that open-ended questioning by the teacher that challenged the children to think independently and challenged the children to think independently and promoted teacher-pupil and pupil-pupil dialoguepromoted teacher-pupil and pupil-pupil dialogue

The introduction to lessons involved:The introduction to lessons involved:

a focusing exercise to relax the children and a focusing exercise to relax the children and engage their attentionengage their attention

linking to previous work to establish a starting linking to previous work to establish a starting point for thinking, andpoint for thinking, and

introducing a stimulus for the new activity, usually introducing a stimulus for the new activity, usually a teacher reading a poem or story with visualsa teacher reading a poem or story with visuals

Collaborative working involved:Collaborative working involved:

pair working to check children’s initial understanding of pair working to check children’s initial understanding of the stimulusthe stimulus

dialogue in groups of six in which the teacher dialogue in groups of six in which the teacher encouraged the children to stick to a number of rulesencouraged the children to stick to a number of rules

During the closure phase During the closure phase of the lesson:of the lesson:

teachers encouraged children teachers encouraged children to reflect on their thinkingto reflect on their thinking

children followed up the children followed up the activity by relating what they activity by relating what they learned to other situationslearned to other situations

Creating a ‘community of enquiry’Creating a ‘community of enquiry’

To create and maintain the community of enquiry the teacher encouraged the children to:To create and maintain the community of enquiry the teacher encouraged the children to:– bebe willing to communicate their views about the topicwilling to communicate their views about the topic– support their views with reasonssupport their views with reasons– listen respectfully to otherslisten respectfully to others– indicate politely their agreement or disagreement with the others’ viewsindicate politely their agreement or disagreement with the others’ views– provide alternative viewpointsprovide alternative viewpoints– reach a shared conclusionreach a shared conclusion

What professional development did What professional development did teachers receive?teachers receive? During the first 12 months of the two-year initiative teachers During the first 12 months of the two-year initiative teachers

received 10-12 hours of professional developmentreceived 10-12 hours of professional development Professional development involved:Professional development involved:

– oneone day of training prior to the intervention provided by a local day of training prior to the intervention provided by a local primary head teacher and two senior teachersprimary head teacher and two senior teachers

– observation of specialist teachers using the strategies, followed observation of specialist teachers using the strategies, followed by debriefing with the specialistsby debriefing with the specialists

– teachers exploring their experiences collaboratively teachers exploring their experiences collaboratively – specialist teachers available on a call-out basisspecialist teachers available on a call-out basis

Who were the children in the study?Who were the children in the study?

A total of 105 pupils aged 10-12 years from four schools A total of 105 pupils aged 10-12 years from four schools within a single Scottish educational authority experience within a single Scottish educational authority experience ‘thinking through philosophy’ lessons‘thinking through philosophy’ lessons

A further group of 72 pupils in another two schools in the A further group of 72 pupils in another two schools in the same authority acted as a matched control group same authority acted as a matched control group

Pupils were of mixed socio-economic status, including Pupils were of mixed socio-economic status, including some very disadvantaged pupilssome very disadvantaged pupils

How might teachers use this evidence?How might teachers use this evidence?

It was important for teachers to give children It was important for teachers to give children time to reflect on how their thinking had moved time to reflect on how their thinking had moved on, and to link their learning with other situations on, and to link their learning with other situations

In what ways could you support this kind of In what ways could you support this kind of reflection among pupils? Could you, for reflection among pupils? Could you, for example, ask them to note down their beliefs example, ask them to note down their beliefs and/or knowledge about the topic at the start of and/or knowledge about the topic at the start of a session/term, and refer back to this later on?a session/term, and refer back to this later on?

How might school leaders use this How might school leaders use this evidence?evidence? The extended nature of the CPD provided The extended nature of the CPD provided

teachers with the opportunity to embed the new teachers with the opportunity to embed the new practice, reflect on and refine their approach practice, reflect on and refine their approach through termly meetings, and draw on specialist through termly meetings, and draw on specialist support as it was neededsupport as it was needed

Are you able to provide support mechanisms Are you able to provide support mechanisms over time to ensure they have the opportunity for over time to ensure they have the opportunity for sustained and deep professional learning and to sustained and deep professional learning and to embed new practice of the type described in the embed new practice of the type described in the study?study?

Find out moreFind out more

Study reference: Topping, K.J and Trickey S (2007) Study reference: Topping, K.J and Trickey S (2007) Collaborative philosophical enquiry for school children: Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 yearsCognitive effects at 10-12 years in in British Journal of British Journal of Educational Psychology (2007), 77, pp. 271-288Educational Psychology (2007), 77, pp. 271-288

You might like to read a longer summary of group work You might like to read a longer summary of group work that is effective for learning on the GTC website: that is effective for learning on the GTC website: http://www.gtce.org.uk/research/romtopics/rom_managementoflearning/groupwork_nov06//

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