Relationship between global and local - reflections.eduskills.plus

Introduction

Background information and didactical perspective

Philosophy for Children (P4C) is an approach that was developed by Professor Matthew Lipman, who was influenced by educational psychologists and philosophers such as Vygotsky, Piaget and Dewey as well as by the tradition of Socratic dialogue. P4C builds on higher order thinking (critical, creative and caring thinking), inquiring, reasoning, listening and dialogical skills.

Children are encouraged to create their own philosophical questions. The facilitator supports children in their own thinking, reasoning and inquiring, as well as in building on each other’s ideas in a dialogue. In P4C the facilitator fosters student-led discussions on philosophical questions. The role of the facilitator is crucial to ensuring quality dialogue and progress, as well as integration within the curriculum.

It is well documented that P4C has an impact on children’s cognitive, personal, social and emotional development. P4C encourages children as well as young adults to think for themselves and develop dialogical skills.

Learning outcomes

Competencies

Critical thinking, creative thinking, reflective skills, inquiry, dialogical

Topics / National curriculum

Globalization; relationships between causes and effects; relationships between the parts and the whole

	10-14
	9 x 50-60 min.
	board/flip chart; copies of exercises;
	This module gives teachers and pupils tools to reflect about the relationship between global and local.
	Cosmopolitan issues Social Studies/Civic Education Dialogue Diversity Philosophy Social Learning History

Lesson plan

Abbreviations:

A = Activity
D = Discussion
GW = Group work
IW = Individual work

HW = Homework
PW = Partnerwork
PTS = Previous Teacher’s Study

PO = Pupils opinions
PP = Pupil’s presentations
TP = Teacher’s presentation

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Lesson No 1: Relationships between the part and the whole

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M2 (the Leading Idea “Relationships between the part and the whole”) in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise. Preparation Prepare a circle of chairs Prepare a flip chart Hand out a copy of each exercise to each student Execution The teacher hands out a copy of the exercise M3 to each pupil and introduces the subject asking students to think about the questions contained in M3. While the pupils are engaged in the work phase, the teacher writes the questions contained in M3 on the flip chart in order to stimulate the following discussion.	M2 Leading Idea “Relation between parts and whole” M3 Exercise “Relations between the parts and the whole”
Work phase (10 min.) PO	The students think individually about the questions and think also for giving reasons for each of them.
Discussion (40 min.) D	The teacher stimulates the discussion among students about the questions contained in M3 remembering that they do not need to answer all of them. The questions should create philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate critical thinking about the relations between the parts and the whole.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies previously M2 (the Leading Idea “Relationships between the part and the whole”) in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise.

Preparation

Prepare a circle of chairs
Prepare a flip chart
Hand out a copy of each exercise to each student

Execution

The teacher hands out a copy of the exercise M3 to each pupil and introduces the subject asking students to think about the questions contained in M3. While the pupils are engaged in the work phase, the teacher writes the questions contained in M3 on the flip chart in order to stimulate the following discussion.

M2: Leading Idea “Relation between parts and whole”

M3: Exercise “Relations between the parts and the whole”

Work phase
(10 min.)

The students think individually about the questions and think also for giving reasons for each of them.

Discussion
(40 min.)

The teacher stimulates the discussion among students about the questions contained in M3 remembering that they do not need to answer all of them. The questions should create philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate critical thinking about the relations between the parts and the whole.

Lesson No 2: Global/local. Butterfly effects

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The Teacher studies previously M1 (the Leading Idea “Global/Local. Butterfly effect”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher hands out a copy of the activity exercise M4 to each pupil asking them to read the introduction of the exercise. The teacher asks students to imagine possible consequences to the situations suggested by M4.	M1 Leading Idea “Global/Local. Butterfly effect” M4 Exercise “What would happen if…?”
Work phase (15 min.) PO	Students work individually writing their own answers for each question.
Discussion (35 min.) D	After pupils have shared their answers, the teacher invites them to reflect on similarity and differences contained in their answers. The teacher may also ask them to reflect on general behaviours.

Phase

Content

Media, Material

Introduction
(10 min.)

Previous activity

The Teacher studies previously M1 (the Leading Idea “Global/Local. Butterfly effect”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher hands out a copy of the activity exercise M4 to each pupil asking them to read the introduction of the exercise. The teacher asks students to imagine possible consequences to the situations suggested by M4.

M1: Leading Idea “Global/Local. Butterfly effect”

M4: Exercise “What would happen if…?”

Work phase
(15 min.)

Students work individually writing their own answers for each question.

Discussion
(35 min.)

After pupils have shared their answers, the teacher invites them to reflect on similarity and differences contained in their answers. The teacher may also ask them to reflect on general behaviours.

Lesson No 3: Correlation, causes, reasons

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies M5 (the Leading idea “Correlation, causes, reasons”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher divides the students into small groups. Then, the teacher asks students to analyse the sentences contained in the exercise M6 and decide which part of the sentence describes the cause, which part describes the effect, or if the sentence does not express a cause effect relation.	M5 Leading Idea “Correlation, causes, reasons” M6 Exercise “Causes and effects”
Work phase (20 min.) PO	Each group discuss their opinion and writes on a sheet their findings.
Discussion (30 min.) D	The groups share each other their own analysis. After pupils have shared their answers, the teacher invites them to reflect on the relation between causes and effects. Ten minutes before the end of the activity, the teacher can ask the pupils: Have you ever reflected on which are the effects of our actions?

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies M5 (the Leading idea “Correlation, causes, reasons”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher divides the students into small groups. Then, the teacher asks students to analyse the sentences contained in the exercise M6 and decide which part of the sentence describes the cause, which part describes the effect, or if the sentence does not express a cause effect relation.

M5: Leading Idea “Correlation, causes, reasons”

M6: Exercise “Causes and effects”

Work phase
(20 min.)

Each group discuss their opinion and writes on a sheet their findings.

Discussion
(30 min.)

The groups share each other their own analysis. After pupils have shared their answers, the teacher invites them to reflect on the relation between causes and effects. Ten minutes before the end of the activity, the teacher can ask the pupils: Have you ever reflected on which are the effects of our actions?

Lesson No 4: Causes and reasons

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies M5 (the Leading Idea “Correlation, causes, reasons”). Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher hands out a copy of the exercise M7 to each pupil asking them to read the introduction of the exercise.	M5 Leading Idea “Correlation, causes, reasons” M7 Exercise “Causes and reasons”
Work phase (10 min.) PO	Students work individually, to tick the correct box and then to explain their answer.
Discussion (40 min.) D	The teacher invites students to share with classmates their own explanations of the word “understanding” and to see which of the sentences, contained in the exercise (M7), introduce the moral dimension, and which refer only to the explanation.

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

The teacher studies M5 (the Leading Idea “Correlation, causes, reasons”).

Preparation

Prepare a circle of chairs
Hand out a copy of each exercise to each student

Execution

The teacher hands out a copy of the exercise M7 to each pupil asking them to read the introduction of the exercise.

M5: Leading Idea “Correlation, causes, reasons”

M7: Exercise “Causes and reasons”

Work phase
(10 min.)

Students work individually, to tick the correct box and then to explain their answer.

Discussion
(40 min.)

The teacher invites students to share with classmates their own explanations of the word “understanding” and to see which of the sentences, contained in the exercise (M7), introduce the moral dimension, and which refer only to the explanation.

Lesson No 5: Individual and community: teams

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The teacher studies M8 (the Leading idea “Individual and community: teams”). Preparation Prepare a circle of chairs Prepare a flip chart Hand out a copy of each exercise to each student Execution The teacher divides the class in small groups and hands out a copy of the activity “What is a good time team?” (M9) to each pupil group asking them to read the introduction of the exercise.	M8 Leading Idea “Individual and community: teams” M9 Exercise/Activity “What is a good team?”
Work phase (20 min.) PO	Every group discusses to think about what must be done to turn a team which plays badly into a team which plays well and about should be changed.
Discussion (30 min.) D	The teacher invites the groups to share each other their findings. Then, the teacher writes on the flip chart the following question: “What conditions or qualities must a team have in order to be a good team?” At this point the teacher invites the students to reflect and discuss on the question giving good reasons for their opinions.
Homework HW	Every student at home will reflect about their own team experiences in order to identify which factors positively or negatively influenced their group experiences. The result of their reflections may be the starting point for a subsequent discussion in the classroom.

Lesson No 6: How do you build a good team?

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity The teacher studies previously M8 (the Leading Idea “Individual and community: teams”). Preparation Prepare a circle of chairs Prepare a flip chart Execution The teacher hands out a copy of activity writes the questions contained in M10 to each pupil, then. S/he introduces the subject asking students to read the questions written on the flip chart contained in the text in order to stimulate the discussion.	M8 Leading Idea “Individual and community: teams” M10 Exercise “How do you build a good team?”
Discussion (45 min.) D	The teacher stimulates the discussion among pupils about the questions contained in M10 inviting them to discuss with classmates the issues that they think are more relevant. Students do not need to answer all of them. The questions should create a philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate a critical thinking about how to build a good team.

Phase

Content

Media, Material

Introduction
(10 min.)

Previous activity

The teacher studies previously M8 (the Leading Idea “Individual and community: teams”).

Preparation

Prepare a circle of chairs
Prepare a flip chart

Execution

The teacher hands out a copy of activity writes the questions contained in M10 to each pupil, then. S/he introduces the subject asking students to read the questions written on the flip chart contained in the text in order to stimulate the discussion.

M8: Leading Idea “Individual and community: teams”

M10: Exercise “How do you build a good team?”

Discussion
(45 min.)

The teacher stimulates the discussion among pupils about the questions contained in M10 inviting them to discuss with classmates the issues that they think are more relevant. Students do not need to answer all of them. The questions should create a philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate a critical thinking about how to build a good team.

Lesson No 7: Globalization and fair trade. Global-local action and consequences

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity Teacher studies previously M11 (the Leading Idea “Globalization and fair trade. Global-local action and consequences”) to have a guide to stimulate reflection in the students during the discussion raised by the exercise. Preparation Prepare a circle of chairs Prepare a flip chart Execution The teacher writes the questions contained in M12 on the flip chart. S/he introduces the subject asking students to read the questions written on the flip chart in order to stimulate the discussion.	M11 Leading Idea “Globalization and fair trade. Global-local action and consequences” M12 Exercise “Global-local. Local action, global consequences”
Discussion (45 min.) D	The teacher stimulates the discussion among pupils about the questions contained in M12 inviting them to discuss with classmates the issues that they think are more relevant. Students do not need to answer all of them. The questions should create a philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate a critical thinking about local actions and global consequences.

Phase

Content

Media, Material

Introduction
(10 min.)

Previous activity

Teacher studies previously M11 (the Leading Idea “Globalization and fair trade. Global-local action and consequences”) to have a guide to stimulate reflection in the students during the discussion raised by the exercise.

Preparation

Prepare a circle of chairs
Prepare a flip chart

Execution

The teacher writes the questions contained in M12 on the flip chart. S/he introduces the subject asking students to read the questions written on the flip chart in order to stimulate the discussion.

M11: Leading Idea “Globalization and fair trade. Global-local action and consequences”

M12: Exercise “Global-local. Local action, global consequences”

Discussion
(45 min.)

The teacher stimulates the discussion among pupils about the questions contained in M12 inviting them to discuss with classmates the issues that they think are more relevant. Students do not need to answer all of them. The questions should create a philosophical dialogue and the teacher should always ask for the reasoning behind students’ answers (not allowing “yes” or “no” answers) to facilitate a critical thinking about local actions and global consequences.

Lesson No 8: Local and global

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M11 (the Leading Idea “Globalization and fair trade. Global-local action and consequences”) to have a guide to stimulate reflection in the students during the discussion raised by the exercise. Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution The teacher hands out a copy of M13 to each pupil and introduces the subject asking them to read the introduction of the exercise.	M11 Leading Idea “Globalization and fair trade. Global-local action and consequences” M13 Exercise “Local and global”
Work phase (10 min.) PO	The students work into groups discussing on the topics and making notes about them.
Discussion (40 min.) D	The students mutually share their own conclusions. What is interesting during the discussion is establishing the possible meanings of global and local and comparing them as they do the exercise.
Homework HW	The students are asked to look for the possible meanings of global and local by talking with their parents and relatives.

Lesson No 9: Zooming in and zooming out (global-local)

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity The teacher studies previously M11 (the Leading Idea “Globalization and fair trade. Global-local action and consequences”) in order to have a guide to stimulate reflection in the students during the discussion raised by the exercise. Then the teacher studies the introduction of the M14. Preparation Prepare a circle of chairs Prepare blank sheets of paper Execution The teacher introduces the subject and distributes blank sheets of paper to each pupil to carry out the activity according to the indications contained in the text.	M11 Leading Idea “Globalization and fair trade. Global-local action and consequences” M14 Exercise “Zooming in and zooming out (global-local)”
Work phase (15 min.) A	Each participant writes the beginning of a story on a blank sheet of paper (this could just be a sentence). They then pass the piece of paper to the person sitting on their left. This person reads the beginning of the story, folds the paper so s/he cannot see the text, and continues the story by writing another sentence. They then pass it on to the person on their left who only reads the previous sentence and adds another one, etc.
Work phase (15 min.) A	At the end of the exercise, each participant reads her/his story and reflects on the questions contained in M14.	M14 Exercise “Zooming in and zooming out (global-local)”
Discussion (20 min.) D	The students share their own opinions linked with the questions contained in the M14 and discuss the relation between local and global.
Concluding phase	The teacher could end the activity following the instructions contained in the exercise M14.