Block 2- Week 3

 The week three did not have a drama lesson however only had a lecture that was focusing of explaining Philosophy of children by Matthew Lipman. The lecture describes the This lesson with Dr Kate described the concepts as follows:

Philosophy for Children (P4C) is an educational approach that encourages children to engage in philosophical thinking through open dialogue and inquiry. Developed by Matthew Lipman in the 1970s, P4C is rooted in the belief that children are naturally curious and capable of engaging with complex ideas when given the right environment. It promotes critical, creative, caring, and collaborative thinking by inviting students to explore deep questions such as "What is fairness?" or "Can something be true and false at the same time?"

A central feature of P4C is the formation of a "community of inquiry," where students and teachers sit together in a circle and engage in thoughtful discussion. Rather than the teacher delivering knowledge, they act as a facilitator, guiding students as they explore philosophical questions. Discussions are usually sparked by a stimulus such as a story, picture book, video, or real-life scenario. Students are then encouraged to generate their own questions based on the stimulus, select one to focus on, and explore it together through dialogue.

Unlike traditional classroom settings that often emphasize right answers and memorization, P4C focuses on dialogue over debate. The goal is not to win an argument, but to listen respectfully, think deeply, and consider different perspectives. This nurtures skills such as reasoning, questioning, and expressing ideas clearly. Students learn to support their views with reasons, respond thoughtfully to others, and engage in collective meaning-making

Comments

Post a Comment

Popular posts from this blog

WEEK 5

Image
 In week five of the drama class, there was a new instructor introduced whom we did several activities with him. All these activities were revolving around using gesture and body language or movement to tell a story or deliver a certain massage rather than using verbal way of communication. Firstly, he stated by placing many pieces of paper on the floor written action words. We then had to move around the classroom then pick any paper on the floor the act out their meaning using body language without any verbal communication of their meaning. This way of storytelling allows me as a teacher to teach foundation phase vocabulary in the interactive way which bring effective vocabulary instruction in my teaching practice. This helps the teacher to develop leaners holistically as it improves domains such as social, emotional and cognitive development.  However, it became difficult as some of the words were difficult to display their facial expression. Secondly, some of the...
Read more

WEEK 2

Image
  WEEK 2 In the second week at the space frame, the first activity being made was to do exercises being led by one of the students. At the end of this, students gave answers about the importance of excises and warm up before engaging in any activity. This includes reducing the risk of injury and making the muscle flexible for the activity. This is linked to was being mentioned in the lecture on Friday as it was said that grade R is not only about literacy and numeracy development but also includes all domains of development in the holistic development which includes physical development of leaners hance the sessions start by having the moment of stretching our bodies. PHYSICAL ACTIVITY.   Secondly, the lecture instructed us to demonstrate where the story telling originate from through our body language and play. After this activity the students outlined that the story originates from real life experiences of people as many of the plays performed by groups were based on...
Read more

WEEK 6

Image
 In week 6, the first activity that was done was physical movements and stretching of our bodies. Which helps to activate our minds and bodies to be ready for the activity . There was an activity of tongue twisters where we say different of them suggested by other students which helps to improve language development in leaners as they began to gain control of their language skills. This helps to bring fun and laughter in the teaching practice as students will laugh at other another's mistakes when attempting this activity. It was very difficult to do this activity as there is mouth is not used to the sequence of words being used.  Thirdly, we were paired into two then required to make the same movement or walking at the same pace at the sometime. This promotes group work and cooperation in the teaching practice between leaners. This also helps a teacher to see if the leaners can understand the instructions and act them out accurately. We went on discuss what we resonate with b...
Read more