Webinar Series 2015 Promoting critical thinking

1. Webinar Series 2015 Promoting critical thinking How critical thinking can support pupils in their ability to question and think for themselves. 4.00pm - 4.45pm Thursday 14th May 2015 http://www.interfaithexplorers.com/webinars

2. www.interfaithexplorers.com • Supported by UNESCO • Helps pupils understand the world around them & respect cultural and religious diversity • Offers high quality cross-curricula resources to use with pupils at Key Stage 2 and those embarking on their Key Stage 3 transition • Supports core personal and social skills development as well as self-directed, exploratory learning • Promotes universal core values & the development of ethical thinking • Designed to compliment RE and PSHE teaching, alongside citizenship education

3. Webinars • Support teachers in their work around interfaith dialogue and RE; as well as PSHE and Citizenship learning in schools • Offers a space for teachers to come together and think about issues arising from classroom practice in these areas

4. Webinar Presenters • Claire Clinton • An experienced teacher within EYFS, Primary and Secondary education • She has over 20 years of classroom experience, and 16 years of advisory work at a national and local level • For the past 8-years has been the Religious Education Advisor for the London Borough of Newham • Lisa Naylor • An experienced teacher at Gallions Primary School in Newham since 2001 • An Advanced Skills Teacher (AST) in Philosophy for Children (P4C) in Newham since July 2005. • She runs P4C courses, as well as INSETs and training for school, in both Newham and across the country.

5. Session objectives • Understand the benefits of training pupils in critical thinking; • Provide teachers with ideas to promote critical thinking in the classroom; • Demonstrate how critical thinking supports interfaith activities between pupils.

6. What is critical thinking? ‘reasonably and reflectively deciding what to believe or do. Critical thinking means making reasoned judgements. We use it to critically judge the quality of something.’ Robert Ennis Emeritus Professor of Philosophy of Education University of Illinois

7. Thinking critically requires • 2 things: • A willing disposition • The ability or skill to think

8. Critical thinking: Socratic approach • Humans can distinguish between facts, opinions, feelings, judgements and inferences, as well as objective and subjective ideas; • Socratic dialogue has no fixed formula or system other than: questions must follow incremental logical steps and probe deeper and deeper into the issue; • It is really about digging deeper into an issue, to uncover what lies beneath the surface of an idea or an opinion.

9. Questions to ask • Questions that: • Offer clarification and refinement • Help identify any assumptions that have been made • Are looking for reasons and evidence • Explore consequences and implications • Seek out viewpoints and perspectives • Are about the question!

10. Clarification and refinement question card • Why did the writer say ….? • What did the writer mean by …..? • Did he mean …. or …? • Can you give me an example of …? • What does the image/phrase ….. mean to you? • Can you explain …? • How did you think …. would affect …..?

11. Reasons and evidence question card • What evidence do we have to support that view? • How do we know …? • Show me where in the text it says ….. • What are your reasons…? • Why do you think …. happened? • How can you be sure that you are right? • Is that enough evidence to say that …. • Can you put it another way…?

12. Viewpoints and perspectives question card • Are you sure that ….? • Is there a different way of looking at that? • What if …? • If you are right about that then why …..? • What would someone who disagreed with you say…? • What are the similarities and differences between our views/ideas…? • Are there any weaknesses in that theory/argument?

13. Identify any assumptions question card • What assumptions do you think the writer makes ….? • What assumptions have we made? • Can you explain why you think he assumes that? • Why do you think he said that…?/used that phrase? • Can we look at that in a different way?

14. Consequences and implicationsquestion card • Does what you say fit with what we have already learnt about Islam? • If he believes that ….. then what difference would it make? • If you are right about that then ….. • Would that make any difference? • What are the implications of …. • What would be the consequences of that…? • How could you test your theory…?

15. Questions about the questionquestion card • Do you have any questions about the questions…? • What is your general answer to the question? • Do we need to record more than one view? • Could we split this question up to make it clearer? • How has our discussion so far helped us answer…? • Who can summarise the points we have made so far…? • Can we now answer the question…?

16. How does this help in school? • Helps facilitate interfaith conversations and thinking is developed because: • It is an open approach • It allows pupils to question information • It allows pupils to distinguish and think about facts and opinions • It gives pupils a chance to problem solve

17. Practical Ideas Good Thing, Bad Thing Concept Line Playful Ponders Connections Odd One Out

18. Wrap up Any questions?

19. Contact us For further information about the webinar series and how Interfaith Explorers can support you visit: www.interfaithexplorers.com or contact Rokhsana Fiaz OBE Chief Executive Maimonides Interfaith Foundation rokhsana@maimonides-foundation.org