2020
Griffiths, Ben
To what extent can P4C methods enhance the teaching and learning of IB Diploma subjects? Journal Article
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 14-29, 2020.
Abstract | Links | BibTeX | Tags: Economics, IB, International Baccalaureate, P4C, Philosophy, Philosophy for Children, Practitioner Research
@article{Griffiths2020,
title = {To what extent can P4C methods enhance the teaching and learning of IB Diploma subjects?},
author = {Ben Griffiths},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/to-what-extent-can-p4c-enhance-ib-diploma-teaching-lessons-from-global-classrooms-2/},
year = {2020},
date = {2020-06-05},
urldate = {2020-06-05},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {14-29},
abstract = {As a teacher of IB Diploma Economics, I am always open to new ideas for how to enhance teaching and learning, and took the chance to undertake training in P4C (Philosophy for Children) at my school when it arose. My interest piqued, I was keen to investigate further the potential for P4C to enhance the teaching and learning of IB Diploma subjects. Though convinced of the potential, my fledgling attempts to bring it into the classroom, alongside colleagues’ reservations, indicated that there were challenges to its incorporation.
I interviewed a range of eight staff involved in educational delivery at my campus, hand-writing notes and giving interviewees the chance to verify them. Emergent themes were then identified, helping to form the structure for discussion. Respondents considered the principal gains to centre around improved thinking skills, creativity and criticality, enhanced student ownership and empowerment, more personalised learning, internalised motivation, a holistic approach facilitating cross-curricular links, and improved connection-making helping to deepen learning. Potential pitfalls, however, included over-prioritisation of subjectivity, intangible, long-term results, the epistemological challenge of socio-constructivism, dominant students, time constraints, and a need for both student and teacher training.
},
keywords = {Economics, IB, International Baccalaureate, P4C, Philosophy, Philosophy for Children, Practitioner Research},
pubstate = {published},
tppubtype = {article}
}
As a teacher of IB Diploma Economics, I am always open to new ideas for how to enhance teaching and learning, and took the chance to undertake training in P4C (Philosophy for Children) at my school when it arose. My interest piqued, I was keen to investigate further the potential for P4C to enhance the teaching and learning of IB Diploma subjects. Though convinced of the potential, my fledgling attempts to bring it into the classroom, alongside colleagues’ reservations, indicated that there were challenges to its incorporation.
I interviewed a range of eight staff involved in educational delivery at my campus, hand-writing notes and giving interviewees the chance to verify them. Emergent themes were then identified, helping to form the structure for discussion. Respondents considered the principal gains to centre around improved thinking skills, creativity and criticality, enhanced student ownership and empowerment, more personalised learning, internalised motivation, a holistic approach facilitating cross-curricular links, and improved connection-making helping to deepen learning. Potential pitfalls, however, included over-prioritisation of subjectivity, intangible, long-term results, the epistemological challenge of socio-constructivism, dominant students, time constraints, and a need for both student and teacher training.
I interviewed a range of eight staff involved in educational delivery at my campus, hand-writing notes and giving interviewees the chance to verify them. Emergent themes were then identified, helping to form the structure for discussion. Respondents considered the principal gains to centre around improved thinking skills, creativity and criticality, enhanced student ownership and empowerment, more personalised learning, internalised motivation, a holistic approach facilitating cross-curricular links, and improved connection-making helping to deepen learning. Potential pitfalls, however, included over-prioritisation of subjectivity, intangible, long-term results, the epistemological challenge of socio-constructivism, dominant students, time constraints, and a need for both student and teacher training.