Stage 1 PhiE training

Provider: The Philosophy Foundation
£318.00 (no VAT on this item) With free book

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Description The Philosophy Foundation's flagship training course, providing you with the skills and tools run philosophy sessions with your class.
Duration 2 days
Website

The Philosophy Foundation's website

http://www.philosophy-foundation.org/what-we-do/become-a-specialist-philosophy-teacher/training/s...
Categories Primary, Secondary, Higher, Teaching and Learning, Sciences, Mathematics / Numeracy, KS1, KS2, KS3, KS4, English / Literacy, Humanities, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Learning Support, Pupil Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Work-life Balance, Global dimension, Education system, Behaviour for Learning, Diversity, Gifted and Talented, Inclusion, Personalised Learning, Out of school, Book, Collaborative Learning, Aspiration Interventions, Feedback, Gifted and Talented, Mentoring, Meta-cognition and Self-regulation, Social and Emotional, Teaching Assistants, Gifted and Talented Coordinator, Use of Pupil Premium, PSHE, Identifies activities where TAs can support learning, rather than managing tasks, Skills taught directly linked to learning in schools, encouraging pupils to apply the skills they learn, Approaches to raise aspirations are not focused to increase learning, Teaching approaches that ensure students have the knowledge and skills to progress towards their goals , Generalisations in aspiration intervention are avoided, There are approaches to support pupils working together, Tasks are designed carefully so that working together is effective and efficient, There are opportunities to make use of competition between groups to support pupils in working together more effectively within their group, Provides approaches that encourage lower achieving pupils to talk and articulate their thinking in collaborative tasks , Provides approaches to sustain the benefits once the mentoring stops, Provides approaches for a balance between support and challenge, Provides approaches for individualised learning tasks activities , Provides approaches to individualise learning activities supported by technology for effective practice, Provides teaching approaches which encourage learners to plan, monitor and evaluate their learning with careful implementation, Provides teaching approaches which encourage pupil engagement in planning and best approaches to tasks, Evaluation of process , Help schools find best way to spend Pupil Premium , Raising Aspirations/Expectations
Learning outcomes for participants/users and, where relevant, pupils or students

By the end of the course teachers will be able to:

  • Facilitate a range of philosophical enquiries
  • Understand a wide range of questioning techniques
  • Write curriculum Enquiries for the benefit of their teaching
  • Understand when an Enquiry would be beneficial for diagnosing or improving pupil understanding of any given topic.
  • See and capitalise on the benefits of running a curriculum enquiry
  • Recognise improvements in their pupils' thinking and know how to facilitate these improvements

Learning outcomes for pupils include improved:

  • Speaking and listening skills
  • Reading and writing
  • Concentration and behaviour
  • Collaboration and confidence
  • Transferable skills across the curriculum
  • Questioning and thinking
  • Providing supporting reason for their answers
  • SAT scores 
  • Improved understanding 
  • Critical and creative thinking

All pupils are likely to benefit from Enquiry Based Learning and Philosophical Enquiry as it develops S&L and gives pupils an opportunity to explore the curriculum and their learning collaboratively. 

Evidence underpinning this approach

Over the last five years research  (Including Ofsted, The Rose Review (2006), The Cambridge Primary Review (2009) and a report by the Confederation of British Business (2010).) into children and education has consistently highlighted the effects of communication difficulties on behaviour, learning and emotional relationships.  Reports indicate that this is due to emphasis being placed on teaching to test rather than deepening understanding.  Memorisation and recall have been valued over enquiry and creativity and children are leaving school without the skills necessary for them to be able to actively participate in society. 

Using Enquiry develops speaking and listening skills that will impact across the curriculum and also on confidence and communication skills.

TPF’s model of Philosophical Enquiry and Enquiry has been in development over the last 10 years in a number of schools in an inner London Borough and is now being used in schools across the UK and overseas. TPF has case studies and feedback from headteachers, teachers, parents and pupils on how effective the impact the PhiE model has been on the children it works with. Qualitative research from the IOE shows impact on speaking and listening, and confidence.

How users/participants can evaluate success

Success is evaluated through questionnaires and feedback forms. Pupil progress can be measured via an evaluative form provided by The Philosophy Foundation.

Measureable outcomes for pupils include:

  • Improvements in S&L
  • Improvements in levels
  • Confidence
  • Concentration
  • Class collaboration

Children should have a deeper understanding of the concepts underpinning curriculum subjects and develop the skills to resolve the misconceptions.

Measureable outcomes for teachers include:

  • Confidence in being able to run Enquiries
  • Being able to apply enquiries across the curriculum
  • Being able to develop relevant Enquiries and questions
  • Feeling inspired to run more, and can see the impact Enquiries have on pupils learning and development.
  • Ability to identify and construct reasoned arguments
Follow-up activities and support

Membership to the website and all the resources are free.

Ongoing CPD sessions provided by the Philosophy foundation (the majority of which are free).

Price of the course includes a 80 page hand book detailing the method (with 10 sessions for you to run) and a choice of one of our publications:

  • The If Machine
  • The If Odyssey
  • The Philosophy Shop
  • Thoughtiings
  • Once up an If
  • Provocations
Details

Pre-course: Reading material + 1 hour online observation of a session

Day 1

  • Thinking games (throughout the day).
  • Experience of a Philosophical Enquiry (PhiE) session and discussion.
  • PhiE in the classroom - children's insights and session video.
  • Session structure & Facilitation strategies.
  • Opportunity for each participant to run a mini-enquriy
  • Personalised feedback and self-evaluation.

Day 2

  • Thinking games (throughout day).
  • Right tool at the wrong time? - Using strategies appropriately.
  • Why think? - Why and how to develop thnking skills.
  • Finding the philosophy - recognising and assessing arguments.
  • Ground rules, class management and child protection.
  • Performance and presence.
  • Participants to run enquiries with self-evaluation and feedback.

Post-course: Further 1-hour online observation with live discussion forum facilitated by senior specialists.

This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.