Creative Teaching & Learning

You Are Never Too Young

Jill Potter explains how and why to adapt teaching thinking activities for children in the early years

you-are-never-too-young.pdf

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      string(331) "... place in the world becomes a topic for thinking.Everyone has this ability, and not just those withexceptional mental powers … We believe that one is nevertoo young or too old to philosophise. Children old enoughto write or add up are old enough to grasp the firstelements of philosophical thinking, such ..."
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      string(4629) "21Teaching Thinking  Spring 2003www.teachthinking.comPhilosophy is a subject that many schools are nowtaking seriously. Teachers and learners from primaryschools to sixth-form colleges are enjoyingphilosophising, and the benefits are starting to show.Outbreaks of philosophy have been seen in curriculumsubject areas such as English and RE, and in out of schoolsessions. And philosophy is the single subject mostconcerned with critical thinking. With this in mind, TeachingThinking will be bringing you news of philosophy forschools in this and future issues.Professional associations and trainingSAPERE: Society for Advancing Philosophical Enquiry andReflection in Education is the professional association thatpromotes philosophy in schools in the UK. SAPERE offerstraining to teachers, parents and youth workers.It was set up in 1992 following interest aroused by theBBC television documentary Socrates for six-year-olds. Thishour-long film focused on the work of Professor MatthewLipman and his associates in New Jersey who, over the past30 years, have developed a curriculum for 5 to 16 year-oldsknown as Philosophy for Children (P4C). SAPERE seeks tobuild on Lipman’s commitment to  ‘communities of enquiry’.The SAPERE website has a brief summary of the‘community of enquiry’ approach to teaching philosophyand lists current courses, events and available resources.Some up and coming events are:Friday 16th May: Placing reflective and collaborativeenquiry at the Heart of the Learning Process. SunderlandUniversity. This conference is aimed at practitioners from allsectors of education and will explore the possibility of usingan enquiry approach in lessons. The cost will be between£60–£70. For more information and a booking form, sendyour name and address to: sylvia.briggs@sunderland.ac.ukSaturday 31st May: Philosophy of, and in, CitizenshipEducation. Westminster Institute of Education, Oxford. Thisconference will have a global citizenship dimension, andwill include input by Mary Young from Oxfam. The eventwill be particularly suitable for newcomers to P4C, thoughexperienced practitioners are, of course, welcome. For moreinformation and a booking form, send your name andaddress to: rogersutcliffe@onet.co.ukMore training: DialogueWorks, www.dialogueworks.co.ukand Thinking Cap, www.thinkingcap.org.uk both runprogrammes of SAPERE-approved courses for philosophicalenquiry in schools. DialogueWorks also produces resources.Aude Education Consultancy, www.aude-education.co.uk,based in Scotland provides consultancy and materials.Pathways to philosophyPathways to philosophy is a online distance-learning projectrun by Dr Geoffrey Klempner. The website is full of freematerials that could be of interest to older students whoare drawn towards philosophical questions, or teacherswho would like to introduce some challenging ideas totheir students. There is a free ‘ask a philosopher’ service towhich anyone can submit a question. The archive ofprevious questions and answers could, in itself, be acontinuing source of interest for older students with aphilosophical disposition. The distance learning courseleads to a qualification and could be something studentsand teachers would like to sign up for. In fact, Pathways tophilosophy is the world-leading philosophy distancelearning program, with students following onlinephilosophy courses in five continents and over 40 countries.You can join Dr. Klempner’s own International Societyfor Philosophers for free and receive a regular newsletter.All the details are on the Pathways to philosophy websiteat: www.shef.ac.uk/uni/projects/ptpdlpThe Philosophy Pathways mission statement reads: ‘Wehold that philosophy is for everyone, not just a select few.Human beings have been gifted with the capacity to think,to project our minds beyond the immediate necessities ofhere and now, beyond the limits of everyday concerns, sothat our place in the world becomes a topic for thinking.Everyone has this ability, and not just those withexceptional mental powers … We believe that one is nevertoo young or too old to philosophise. Children old enoughto write or add up are old enough to grasp the firstelements of philosophical thinking, such as the idea ofconcepts and relations, or logical inference, or the idea ofvalues. Children in their early teens can be accomplishedphilosophers. We will be promoting philosophy in schools,in primary as well as in secondary education, providingadvice and support for teachers, as well as materials forstudy.’Philosophy for schoolsA round up of information, events and resources"
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Creative Teaching & Learning

Philosophy for Schools

24 Feb 2011

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      string(349) "... strategies used could be used again indifferent contexts.Effects on children’s thinking?There are many benefits, both social and cognitive, to begained from involving young children in the types ofactivities described above. Here are some of the thinkingskills that are exercised by the two activities described inthis article:● ..."
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      string(5095) "contexts with questions such as: ‘Whowould be the best person to help you if you needed a wallbuilt?’ The responses given are always positively andsensitively explored with me encouraging children to statethe reasoning behind their answers and look beyond theobvious. For example:60Early yearsEarly yearsEarly yearsEarly yearsEarly years www.teachthinking.comTeaching Thinking&Creativity Winter 2004● Why would the builder be the best person to help us?● Is there any situation when the builder wouldn’t be thebest person to help us do this?● Who would be the worst person to help us do this? Why?● Does anyone disagree? Why?● Does anyone agree? Why?The activity would progress by introducing more abstractquestions such as ‘Who would be the best person to helpyou if you were sad?’ (Figure 4) Continue to explore in moredepth the reasoning behind the answers, exploring contextand generality with questions such as:● Would that always be the case?● Would it be the same person if you were at home/school/playing out?● Does everyone feel that would be the best person to helpif you were sad?● Does anyone have a different answer? Why?As this activity is concerned with ranking, it is importantthat the children are expected to place a value on the cards,prioritise, create a hierarchy and understand that they havedone so. The teacher must draw the children’s attentioncontinually to these processes using the frame and thecards within it as points of reference. Questions mightinclude the following:● Are you saying that this person would be a better/worsehelp than this person? Why?● In what ways would this person be a better/worse helpthan this person?● Is there anyone who would be exactly the same help asthis person? Why? How?This kind of ranking activity is most obviously extendedby the teacher asking more challenging questions of thechildren regarding their choices and reasons, and bychoosing more abstract or subjective criteria to guide theranking. It could also be extended by the use of acontinuum line (a length of rope or string) with the mosthelpful card at one end and the least helpful at the other.This encourages the children to prioritise a greater numberof cards and to order them according to the value placedon each one. Yet another means of extending the activitywould be to draw the criteria for ranking out from thechildren. You can do this by asking questions such as; ‘Whocan think of something that we might need help with thatwe haven’t thought about yet?’ or ‘What might our friendsbe best to help us with?’ Again, as with the previous activity,it is usual to debrief the process and to discuss how someof the successful strategies used could be used again indifferent contexts.Effects on children’s thinking?There are many benefits, both social and cognitive, to begained from involving young children in the types ofactivities described above. Here are some of the thinkingskills that are exercised by the two activities described inthis article:● Sorting relevant information● Interpreting and analysing information● Making links between disparate pieces of information● Speculating to form hypotheses● Checking and refining● Explaining● Reasoning● Empathising● Reflecting● Evaluating● Questioning● Making value judgements● Prioritising● Creating and recognising hierarchy● Justifying● Drawing conclusions● Comparing● Accepting and recognising different view pointsJill Potter is a consultant with N-RAIS(Northumberland Raising Aspirations in Society),giving training and advice to schools on how tointroduce thinking skills strategies within theclassroom and across the curriculum .She has taughtthroughout the Primary age range (3 – 11) and in twoof Northumberland’s most challenging areas. She hasdeveloped her own resources for the teaching ofgood thinking in Early Years and Key Stage 1 settings,and has presented workshops at many Early Yearsconferences across the UK. Jill can be contactedthrough www.northernwisdom.org or emailjill@northernwisdom.orgThe samples of cards in this article have beenproduced by the writer using clipart from MicrosoftPublisher. They should not be photocopied and aremeant only to illustrate the use that teachers canmake of clipart available with standard word-processing and desktop publishing programs forthinking skills activities in schools.61Teaching Thinking&Creativity Winter 2004www.teachthinking.com Early yearsEarly yearsEarly yearsEarly yearsEarly yearsFigure 262Early yearsEarly yearsEarly yearsEarly yearsEarly years www.teachthinking.comTeaching Thinking&Creativity Winter 2004Figure 363Teaching Thinking&Creativity Winter 2004www.teachthinking.com Early yearsEarly yearsEarly yearsEarly yearsEarly yearsWho would be best to help you if …You wanted a wall built?You fell down and hurt your knee?Your dog was poorly?You wanted to hear a story?You were feeling sad?You wanted to have fun?If you were scared?If something was on fire?You were getting wet in the rain?If you were hungry?Figure 4"
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Special Needs

You are never too young!

16 Apr 2018

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      string(311) "... part in an execution. Some ofthe ‘men’ who made up the firing squad were under theage of sixteen, as were some of those shot forcowardice.Never too young to diePrivate Thomas Highgate was the first soldier to be shot for cowardice. During theBattle of Mons, he had fled the carnage ..."
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      string(5606) "Activity 11 instructions The Great War© Imaginative Minds Ltd.Activity 11: Shot at dawnDescriptionStudents use the text provided and their own research towrite an argument either for or against pardoning the menwho were executed for cowardice during WW1.Curriculum FocusHistory, literacy, thinking skillsMaterialsIncluded in this resource pack:Activity sheet 11 – ‘Shot at Dawn’ textGroupingsGroups of four or fiveProcedureRead through Activity sheet 11, ‘Shot at Dawn’, with thepupils.Explain to the pupils that they are going to write an argumenteither in favour or against pardoning the men who wereexecuted for cowardice. Pupils may wish to undertake furtherresearch in that area.In 2006, the British Defence Secretary, Des Browne,pardoned the soldiers. The pupils will write as though thepardon has not yet been granted.Teacher’s NoteThis is an emotive subject. Students may well be the sameage as a number of the soldiers shot for cowardice, makingfor a relevant and thought-provoking, but potentiallytroubling, debate.Activity sheet 11 The Great War© Imaginative Minds Ltd.Shot at DawnThe Great War quickly became the most brutal conflict in history. Militarycommanders, political leaders, even seasoned servicemen were not prepared for thescale of carnage that was to erupt.All soldiers knew what was expected of them – they had to fight, to the death ifnecessary – and this expectation was held by the majority of the British population.Some of the men who faced the full horror of this war found themselves unable tocope, many were driven insane while others ran away from sights and sounds tooawful to contemplate.Shame and dishonourThe army took a firm stance on cowards and traitors. They were not to be toleratedunder any circumstances. Justice was swift – a court martial followed by death byfiring squad.Today, many soldiers displaying the samesymptoms of the men accused of cowardice inthe Great War are diagnosed and treated forPost Traumatic Syndrome and Combat StressReaction. But this is of small consequence to the306 men from Britain and the Commonwealthwho brought such shame upon themselves andtheir country that their names do not appear anany official war memorials.There is now a monument in memory of thesoldiers executed for cowardice and desertion inStaffordshire at the National MemorialArboretum. The memorial portrays a blindfoldedsoldier, tied to a stake, ready to be shot. It wasmodelled on the likeness of Private HerbertBurden, who lied about his age, enlisting at theage of 16, and was later shot for desertion. Thememorial is surrounded by a semicircle of stakeson which are listed the names of every soldierexecuted in the same fashion.Fear the British gunsBattle weary, terrified soldiers knew they faced death on the battlefield on a dailybasis. No one knew who would die next. Whole battalions could be cut down, leavingthe small group of survivors terrified and confused.However, the reality was if the German guns did not kill them and they shirked theirduty in any way, the British guns would do the job.Failure to return to the front line was viewed as desertion by senior militarycommanders. The executions not only punished men accused of desertion, butserved to dispel similar ideas in the men’s comrades. Senior military commandersActivity sheet 11 The Great War© Imaginative Minds Ltd.believed that if such behaviour was not harshly punished, others would do the sameand the whole discipline of the British Army would collapse.This it appears only applied to enlisted men. A purpose of the court martial was tomake an example of the men on trial, so they could expect little support from medicalofficers. One such doctor later recalled: ‘I went to the trial determined to give him nohelp, for I detest his type – I really hoped he would be shot.’ Some men faced a courtmartial for other offences, but the majority stood trial for desertion. The court martialwas carried out with speed. The execution followed shortly after.Once the men had been found guilty, their deathsentence was confirmed by Field MarshalDouglas Haig the day after the trial. A chaplainspent the night in their cell, as the execution wasto take place the following dawn. Some of thecondemned faced their last moment drugged withmorphine or alcohol. Many of the men sentencedto death for cowardice later proved their braveryby refusing to be blindfolded for their executions. They stared into the faces of theirexecutioners and down the barrel of the guns.At the time of execution, the condemned was taken from his cell, blindfolded and tiedto a stake. A medical officer would place a white piece of cloth over the man’s heartwith a priest praying for him. The firing squad, made of six soldiers, was given theorder to shoot.One random member of the firing squad would be given a gun with a blank round, sothat no soldier would know who had fired the fatal shot.After the execution, the man was examined by themedical officer. If he was alive, the officer in chargewould finish him off with a revolver.Few soldiers wanted to be in a firing squad. Many of thefiring squad were men recovering from wounds thatprevented them from fighting at the front, but did notprevent them from taking part in an execution. Some ofthe ‘men’ who made up the firing squad were under theage of sixteen, as were some of those shot forcowardice.Never too young to diePrivate Thomas Highgate was the first soldier to be shot for cowardice. During theBattle of Mons, he had fled the carnage and hidden in a barn. The rest of thebattalion had either been"
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Creative Teaching & Learning

Activity 11:Shot at dawn

17 May 2018

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      string(3751) "30students; I find it hard to believe that I never passedanother young carer in the hall. But if I did, I was notaware, and I went through my entire childhood thinkingI was alone.UnderachievementIf I had been able to identify other carers, or even talked with a teacher with carerexperience, I could have become more open. This would have greatly helped myconfidence too and, in turn, my education. Reflecting upon my grades at high school, I cansee that I was capable of achieving much more. Yet I remained too timid to give answers,seek help or push my work further. I was lucky that I attained grades good enough toattend university, where I graduated with a first class honours degree.The ONS find that lower attainment and attendance are common among young carersin education. I believe a big factor for this is that many carers are naturally withdrawn, as Iwas. We don’t want to seek help, nor standout, in case we attract unwanted attention. It is astereotype of the British that we sweep uncomfortable situations under the carpet, but oursociety suffers as a result.To break this cycle, carers need to be reminded that caring is not shameful, and thatmany people do it.Connect young carersI grew up without easy access to the internet which didn’t help my situation. But carersnow have a resource for finding more about their status and take solace in not being ararity. There are forums where stories can be shared and friends made online. However,there is no substitute for meeting in person. Schools and communities need to do more toconnect young carers and give them a chance to support one another.www.teachingtimes.com n Vol 5.3In-depth – Young carers Every Child Journal69It is unfair to say though that there are no existing groups or programmes – it varies bycounty. While I studied at the University of Winchester, I discovered that Hampshire has anamazing support network for young carers.I became involved in my university’s Higher Education Ambassador Programme aspart of their ex-carer team. I was able to visit local young carer groups as an example of acarer who made it to higher education. Some of these children were as young as four orfive and had many more responsibilities than I had at that age.But what they did have was interaction with others in similar situations. These groupsgave them a chance to open up and, of course, there was also a lot of running and playinggames. If the group met for a few hours a week, that gave them a few hours to enjoy beingchildren without worrying about being questioned or shunned.These solutions are simple, but they can make a difference. They allow a carer tofind others like them and a sense of belonging. It gives them a life away from carerresponsibilities and may even show them a life beyond caring.Joshua Francis is a creative writing graduate from the University of Winchester. Sincegraduating, he has become a freelance copy writer and article writer.References1. Office for National Statistics (2013) Providing unpaid care may have an adverse affect on young carers’ general health. [online] Available at: www.ons.gov.uk/ons/rel/census/2011-census-analysis/provision-of-unpaid-care-in-england-and-wales–2011/sty-unpaid-care.html [Accessed 24 November2015].Joshua and his parentshttp://www.winchester.ac.uk/aboutus/communityengagement/wideningparticipation/hea/Pages/Higher-Education-Ambassadors-hea.aspxhttp://www.ons.gov.uk/ons/rel/census/2011-census-analysis/provision-of-unpaid-care-in-england-and-wales–2011/sty-unpaid-care.htmlhttp://www.ons.gov.uk/ons/rel/census/2011-census-analysis/provision-of-unpaid-care-in-england-and-wales–2011/sty-unpaid-care.html"
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Special Needs

The experiences of a young carer

18 Dec 2015