|Provider Rating||(from 9 reviews)|
|Description||Learn how to use thought-provoking poetry in your class to develop children's literacy and deepen their thinking skills.|
|Categories||Primary, Secondary, Teaching and Learning, KS1, KS2, KS3, KS4, Arts, English / Literacy, Languages, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Learning 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, Behaviour for Learning, Gifted and Talented, Inclusion, Subject Knowledge, In school, After-school meetings, Book, Collaborative Learning, Gifted and Talented, Meta-cognition and Self-regulation, Social and Emotional, Teacher Enquiry, Gifted and Talented Coordinator, Use of Pupil Premium, PSHE, Skills taught directly linked to learning in schools, encouraging pupils to apply the skills they learn, 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|
|Learning outcomes for participants/users and, where relevant, pupils or students||
By the end of the staff meeting teachers will:
Learning outcomes for pupils include improved:
|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.
Using 'Thoughtings' to do enquiry links to development of speaking and listening and English Literature.
|How users/participants can evaluate success||
Success is evaluated through questionnaires and feedback forms. Pupil progress in enquiry can be measured via an evaluative form provided by The Philosophy Foundation.
Measureable outcomes for pupils include:
Children should have a deeper understanding of the concepts explored through the peotrty (identity, ethics, existence, language among others)
Measureable outcomes for teachers include:
|Follow-up activities and support||
Website with free resources
Copy of Thoughtings: Puzzles, problems and paradoxes for thinking with.
Staff Meeting an hour to an hour and a half
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.