The Middle School Community of Inquiry Day Thursday 4 th July 2019

1. Is excited to announce a series of initiatives in partnership with the Art Gallery of SA Welcome The Middle School Community of InquiryDayThursday 4th July 2019 A Series of unique Self-Guided Walks For The Art Gallery of SA Launching Throughout 2019 Session 1 Session 2 Activity For more information: http://sapea.weebly.com

2. Using the new Philosophy Walks in the AGSA Welcome Community of Inquiry& Facilitation Session 1 Presented by Lorelei Siegloff, B.A. (hons), B.V.A. (hons), M.Teach Chair, SA Philosophy in Education Association Lead Educator, Sophic Skills Teacher PD. Session 2 Activity

3. Welcome Session 1 Session 2 Activity

4. Philosophy for Children In education we talk about there being two parts to philosophy; • Big ‘P’, which is the formal subject of philosophy which includes studies into life, ethics, meaning and reason. • And little ‘p’, which is pedagogy; which is the way we teach something, like the Community of Inquiry. Welcome Session 1 Session 2 Activity

5. Philosophy for Children The theories & practice of Matthew Lipman (from 1974) • Identified a deficit in critical thinking & reasoning • Explicitly taught philosophical pedagogy, via Dialogue, to children At its core the P4C movement aims to; ‘improve children's reasoning abilities and judgement by having them thinking about thinking as they discuss concepts of importance to them’ Lipman Welcome Session 1 Session 2 Activity

6. Philosophy for Children • When can students start to learn philosophical thinking? • Piaget felt that children had limited capacity to think critically, particularly before the age of 7 • Lipman’s studies showed that children can think critically and deeply as early as we teach them to Welcome Session 1 Session 2 Activity

7. Community of Inquiry: Lipman Model (Constructivist) Welcome Session 1 Session 2 Activity

8. The Community of Inquiry:Dialogue • The term can refer to both • A ‘community’ of learnersor • An activity or event structured around Dialogue • Community of Inquiry Dialogue is a part of the P4C Movement • Groups collaborate to investigate an idea or question • The core activity has a similar purpose to a debate, without the opposing/binary structure • The process is student lead (democratic) • Students need to demonstrate skills in Dialogue • Can be a culmination of learning • Can be assessable • Is usually fun and engaging for students Welcome Session 1 Session 2 Activity

9. Community of Inquiry: Planning • Analysethe purpose of running the Community of Inquiry • yours: formative, summative • students: get ideas for an essay or a project • Create a lesson plan to reinforce learning • backwards by design • support materials • create a word wall that incorporates vocab and thinking language Welcome Session 1 Session 2 Activity

10. Skill Building Community of Inquiry ticks many boxes as far as teaching thinking skills • Posing and examining questions and ideas • Understanding and using different types of questions • Giving reasons • Defining concepts • Hypothesising • Examining assumptions Welcome Session 1 Session 2 Activity

11. Why Do It? Ultimately creates an environment that supports the development of critical and creative thinkers who work together effectively and respectfully. Welcome Session 1 Session 2 Activity

12. Developing Respect/Empathy Group Norming with Mind-maps • Each group is given a concept/questions to map • The mind-maps are shared on a wall - groups speak about what they found interesting about their discussions • The whole class reads and reflects on the mind-maps • The groups then develop a new mind-map that shows what values they think the class should follow and why • Mind maps are again presented • The whole class synthesises all the values maps into one overarching class mind map • They then articulate this into class norms Respect – What is it? What does it look like? Disrespect - What is it? What does it look like? Fear – What do we fear? What effects does is have? How do we behave? Difference - What is difference? How do we feel about it? Why? Disagreement – What happens in a disagreement? What does it look like? How does it make you feel? Listening – Who do you listen to? Are there some people you don’t listen to? Why? Disrespect – What is it? What does disrespect look like? Insults - What is it? Why is it done? Are there different kinds of insults? Are they ever okay? What effects do they have? Safety – What is safety? What things make you feel safe? Which people make you feel safe? Welcome Session 1 Session 2 Activity

13. Welcome Session 1 Session 2 Activity

14. How the Walk Resources are Structured • Introduction to the materials • Links to the Australian Curriculum & General Capabilities • Warm up dialogues and activities • Extension activities • Worksheet templates • Unit Planners All resources are free to download from the SAPEA website Welcome Session 1 Session 2 Activity

15. How the Walks are Structured • Planning before you come to the Gallery • Get into groups of 4 with designated roles • Practice roles • Bring a clipboard and pencil • Bring a camera • Download the walking map • Familiarise with the questions on the map • At the gallery students use their maps to engage with the gallery • The maps are designed to be around an hour in duration • Student groups have a guardian with them as they move through the gallery • There are 3 activities that students need to undertake for 15 mins each before returning to the meeting point to have a Community of Inquiry Session (another 15+ mins) Welcome Session 1 Session 2 Activity

16. The Importance of Working in Groups Numerous studies have shown the Importance of peer learning; • They listen more effectively to one another • Take risks in groups they wouldn’t in front of the class • Reinforces social connections • They learn from one another and enjoy it • They are taking cues from one another Welcome Session 1 Session 2 Activity

17. Working in Groups Assigning roles: Welcome Session 1 Session 2 Acivity3

18. What does a Community of Inquiry Circle look like? • Video: 6th Grade Wellness Class Demonstrates the Socratic Circle, https://www.youtube.com/watch?v=d08s0BricJI • VAPS Community of Inquiry with Dr. Tim Sprod, https://www.youtube.com/watch?time_continue=8&v=6ZdtN3-fZ38 Welcome Session 1 Session 2 Activity

19. The Teacher's Role in a Classroom of Inquiry • Creating a safe space • Facilitating • Encouraging • Modelling • thinking aloud • concept mapping • skill demonstrations • Reinforcing strategies • patient repetition • visual cues • Mentoring • Giving meaningful feedback welcome Session 1 Session 2 Activity

20. Facilitation What do you think are the core principles? In a Formal Dialogue Ensure students are familiar with Dialogue language cues Visual reminders such as cards, poster or projected slide Remind students of expectations before starting Be inclusive Remember the turn-taking procedure Listen effectively Observe the other Circle members Use Dialogue elements (hypothesising, giving examples and counter-examples etc.) Don’t interrupt others Contribute Encourage students to lead and manage the discussion Offer prompts if the discussion halts “So…..can you summarise the discussion so far?” “Would anyone else like to comment on that?” “Is there another question you think relates to this?” Don’t provide the ‘answers’ welcome Session 1 Session 2 Activity

21. Facilitation What do you think are the core principles? In an Informal Discussion Remind students of expectations before starting Be inclusive Remember the turn-taking procedure Listen effectively Observe the other classroom members Use Dialogue elements (hypothesising, giving examples and counter-examples etc.) Don’t interrupt others Contribute Encourage students to lead and manage the discussion Capture the discussion in some way Mind-mapping, note-taking Stimulate discussion with open questioning “Why do you think that is?” “Can you tell me more about that?” Don’t provide the ‘answers’ welcome Session 1 Session 2 Activity

22. Challenges - Engagement Some students will struggle with this pedagogy; • Due to unfamiliarity • Lack of confidence • Difficulties managing change • Lack of trust in the ‘system’ Strategies • Build learning from genuine curiosity • Develop Intrinsic Motivation via Student-Centred Learning • Incrementality – remember how you eat an elephant… • Support students through their transition • Model respectful behaviour and kindness • Provide ongoing reassurance, mentoring and support • Engage in democratic learning (empowerment) • Take time to make time – keep making time for democratic action and class reflection • Orientate students to the model effectively (Scaffolding) welcome Session 1 Session 2 Activity

23. Activity: A Community of Inquiry Variations One group in the Dialogue Circle and the other group observing and assessing (with assessment rubrics) who then give feedback at the end – then swap roles. One group in the Dialogue Circle and others on the outside who can ‘tag-in’ if they have something to contribute. Students have only 1 ‘tag-in’ opportunity. One group in the Dialogue Circle and the rest play Dialogue Bingo. • Students engage with curated stimulus material • Students engage in small group conversations to explore concepts and questions (can use the See, Think, Wonder Thinking Routine or something similar) • They prepare thoughts and inquiry questions in response to this stimulus • Students sit in a circle with a facilitator (10 is a good number) • The facilitator invites them to introduce one of their questions and then a discussion ensues • Students use Dialogue language cues to engage in the discussion • They take turns indicating with their hand on their knee that they wish to contribute. • The current speaker names the next speaker keeping in mind a fair distribution of opportunity to those who speak • At the end of the allocated time the facilitator winds up the discussion – without providing answers Welcome Session 1 Session 2 Activity

24. A Community of Inquiry: Stimulus Welcome Session 1 Session 2 Activity ST Gill, 1848, ‘Captain Davison's house "Blakiston" near Mount Barker’, Watercolour

25. Dialogue Bingo Sample Welcome Session 1 Session 2 Activity Session 3

26. Resources Websites Alfie Kohn’s Website www.alfiekohn.org/ Project Zero’s Website www.pz.harvard.edu/ Institute for Democratic Education in America www.democraticeducation.org/index.php/index/ Articles Cross, M. 1996, Teaching Primary Science: empowering children for their world. Melbourne: Longman Australia. Goertz, P. 2015,10 Signs of a 21st Century Classroom, Edutopia, www.edutopia.org/discussion/10-signs-21st-century-classroom Guido, M. 2017, All About Inquiry-Based Learning: Definition, Benefits and Strategies, Prodigy, https://www.prodigygame.com/blog/inquiry-based-learning-definition-benefits-strategies/ Heick, T., 2017, 4 Phases Of Inquiry-Based Learning: A Guide For Teachers, www.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-teachers/ Kuhlthau, C., Maniotes, L., & Caspari, A. 2007, Guided Inquiry: Learning in the 21st Century,London: Libraries Unlimited. Lipman M ,1981, Philosophy for children in: A. L. Costa (Ed.) Developing Minds: Programs for Teaching Thinking 2 (Alexandria, VA, Association for Supervision and Curricular Development) 35 38 The Thinking Classroom – Learning and Teaching in a Culture of Thinking (Tishman) The Case for Philosophical Inquiry in K-12 Classrooms NSW Department of Education https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-33,-2014/the-case-for-philosophical-inquiry-in-k-12-classrooms Phil Cam – Twenty Thinking Skills https://www.dailyteachingtools.com/cooperative-learning-tasks.html https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/group-work/implementing-group-work-classroom https://cirt.gcu.edu/teaching3/tips/groupwork

27. A list of basic thinking skills. • To engage in a Community of Inquiry Dialogue Phil Cam recommends that students need to learn … • Based on the work of Phil Cam • Questions: Students ask open, intellectual questions as probes into problems and issues as well using questions to prompt the use of thinking tools during discussion. • Suggestions: students’ opinions, ideas, suppositions, tentative explanations and the like are put forward for consideration. • Reasons: Students give reasons for what they say when that is appropriate and expect the same of others. • Examples: Students give examples to illustrate or support what is said. • Counter-examples: Students give examples to show that a generalisation or a form of argument is questionable. • Distinctions: Students make distinctions by identifying both the general kind they are dividing and the marker of difference among things of that kind. • Criteria: Students uncover, examine and apply criteria in making judgements. • Thought Experiments: Students use, “what if…” or “suppose that …” scenarios to examine ideas, issues and problems through imagined or hypothetical possibilities. • Inferences: Students use inferences to draw appropriate conclusions and construct and evaluate arguments. The Philosopher’s Toolkit

28. Language Starters I agree with what.. said about…and I want to add… I would like to ask…a question about… I have a different point of view about… The reason I think that is because… Can I suggest another way of looking at that… I disagree because… I can see your point of view but I am also thinking that… What you said about…made me wonder about… I want to add something to what…said about… Am I right in thinking that you are saying… I am not sure I understand what you mean by…could you explain that a little more? I am confused about… From Kath Murdock (2015) Sentence Frames for Clarification: _________________, could you please rephrase that? I did not understand ____________________, could you repeat that, please? I did not understand ___________, do you mean __________? (here you rephrase what you think the group member said and wait for clarification) It’s not quite clear. Can you explain what you said about ________? In other words, are you saying _________? I have a question about ________. State your question. Sentence Frames for affirming an idea and adding to it: My idea is related to ____________’s idea ___________. I really liked ______’s idea about _________. I agree with ______. Also, _________. My idea build’s on ______’s idea. I __________. Presenting a different angle on a subject: While I can see why you believe this, I see this differently. In my opinion ______. I understand where you are coming from, but I see it a bit differently. From my perspective, _________. That’s a valid point, but I feel __________. On the other hand, __________. I do agree with the part about _________ but __________. Expressing your opinion: I believe that _________. In my opinion __________. I feel that ___________. I think that __________ because ________. To me, it seems obvious that _________.