1 / 10

Students as enquiry facilitators

Students as enquiry facilitators. Emerging findings Fufy Demissie Karen Hardy Mary Haynes. The research. Colleagues in DECI (Karen Hardy, Mary Haynes) have been using the P4C (Philosophy for children) methodology with a group of level 4 foundation degree students.

osma
Télécharger la présentation

Students as enquiry facilitators

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Students as enquiry facilitators Emerging findings Fufy Demissie Karen Hardy Mary Haynes

  2. The research • Colleagues in DECI (Karen Hardy, Mary Haynes) have been using the P4C (Philosophy for children) methodology with a group of level 4 foundation degree students. • In the last 2 sessions, students were invited to facilitate the enquiry

  3. Rationale for students as facilitators • benefits of facilitating enquiry, through actively questioning contributors' assumptions, checking consistency and relevance • student engagement and ownership

  4. The purpose of critical/reflective thinking? is 'good judgement' judgements: forming opinions, estimates , conclusions, making decisions 'good professionals make good judgments about their own practice as well as the subject matter of their practice' (Lipman, 2003, p.212). therefore, critical/reflective thinking is thinking that facilitates judgment..

  5. Enquiry 1 1. To what extent can a child communicate non-verbally in decisions which affect them? 7 2. To what extent should we allow children to participate in decision making? 8 3. Do children feel more able to participate when there is less adult involvement? 12 4. Are parents inhibiting their child's development even when they do not mean to? 1

  6. Enquiry 2 Do we consider everyday objects to be just as stimulating as man-made toys?11 Do we value trips and visiting new sites in educating children?4 Do we construct environments to encourage children to conform?5 Do we give enough real life situations or experiences?5 Do we encourage communication?1 Do we value the natural environment in children's play?8 Do we encourage risk benefit and involve children in this?5

  7. Examples of questions from the module review • Key difference I have noticed between philosophical enquiries and other class discussions... • The enquiries could be developed further by... • The philosophical enquiries have enabled me to... • When fellow students facilitated philosophical enquiries...

  8. Emerging findings 'When fellow students facilitated philosophical enquiries I felt:

  9. Data collection - next stage • focus group interviews with: • facilitator group • volunteers form the rest of the group 2. In-depth interviews with facilitators /other participants?

  10. Next stage.. • the research question/s? • any additional data? • how to analyse the data? • theoretical perspectives? • methodological perspectives?

More Related