Relationship between global and local - reflections.eduskills.plus

Introducere

Informații de bază și perspectivă didactică

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.

Rezultatele învățării

Competențe

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

Subiecte / Curriculum național

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.
	Cosmopolitism Studii sociale/Educație civică Dialog Diversitate Philosophy Învățare socială Istorie

Plan de lecție

Abbreviations:

A = Activitate
D = Discuție
GL = Grup de lucru
IW = Individual work

TA = Temă pentru acasă
LP = Lucru cu un partener
PP = Pregătire (profesor)

OE = Opiniile elevilor
PE = Prezentările elevilor
PP = Prezentarea profesorului

Descarcă

Ora nr. 1: Relationships between the part and the whole

Fază	Conținut	Media, material
Introducere (5 min.) PP PP	Activitate precedentă 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. Pregătire Pregătiți un cerc de scaune Pregătiți un flip chart Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu Acces 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.) OE	The students think individually about the questions and think also for giving reasons for each of them.
Discuție (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.

Fază

Conținut

Media, material

Introducere
(5 min.)

Activitate precedentă

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.

Pregătire

Pregătiți un cerc de scaune
Pregătiți un flip chart
Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu

Acces

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.

Discuție
(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.

Ora nr. 2: Global/local. Butterfly effects

Fază	Conținut	Media, material
Introducere (10 min.) PP PP	Activitate precedentă The Teacher studies previously M1 (the Leading Idea “Global/Local. Butterfly effect”). Pregătire Pregătiți un cerc de scaune Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu Acces 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.) OE	Students work individually writing their own answers for each question.
Discuție (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.

Fază

Conținut

Media, material

Introducere
(10 min.)

Activitate precedentă

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

Pregătire

Pregătiți un cerc de scaune
Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu

Acces

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.

Discuție
(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.

Ora nr. 3: Correlation, causes, reasons

Fază	Conținut	Media, material
Introducere (5 min.) PP PP	Activitate precedentă The teacher studies M5 (the Leading idea “Correlation, causes, reasons”). Pregătire Pregătiți un cerc de scaune Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu Acces 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.) OE	Each group discuss their opinion and writes on a sheet their findings.
Discuție (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?

Fază

Conținut

Media, material

Introducere
(5 min.)

Activitate precedentă

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

Pregătire

Pregătiți un cerc de scaune
Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu

Acces

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.

Discuție
(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?

Ora nr. 4: Causes and reasons

Fază	Conținut	Media, material
Introducere (5 min.) PP PP	Activitate precedentă The teacher studies M5 (the Leading Idea “Correlation, causes, reasons”). Pregătire Pregătiți un cerc de scaune Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu Acces 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.) OE	Students work individually, to tick the correct box and then to explain their answer.
Discuție (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.

Fază

Conținut

Media, material

Introducere
(5 min.)

Activitate precedentă

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

Pregătire

Pregătiți un cerc de scaune
Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu

Acces

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.

Discuție
(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.

Ora nr. 5: Individual and community: teams

Fază	Conținut	Media, material
Introducere (10 min.) PP PP	Activitate precedentă The teacher studies M8 (the Leading idea “Individual and community: teams”). Pregătire Pregătiți un cerc de scaune Pregătiți un flip chart Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu Acces 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.) OE	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.
Discuție (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.
Tema pentru acasă TA	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.

Ora nr. 6: How do you build a good team?

Fază	Conținut	Media, material
Introducere (10 min.) PP PP	Activitate precedentă The teacher studies previously M8 (the Leading Idea “Individual and community: teams”). Pregătire Pregătiți un cerc de scaune Pregătiți un flip chart Acces 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?”
Discuție (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.

Fază

Conținut

Media, material

Introducere
(10 min.)

Activitate precedentă

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

Pregătire

Pregătiți un cerc de scaune
Pregătiți un flip chart

Acces

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?”

Discuție
(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.

Ora nr. 7: Globalization and fair trade. Global-local action and consequences

Fază	Conținut	Media, material
Introducere (10 min.) PP PP	Activitate precedentă 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. Pregătire Pregătiți un cerc de scaune Pregătiți un flip chart Acces 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”
Discuție (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.

Fază

Conținut

Media, material

Introducere
(10 min.)

Activitate precedentă

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.

Pregătire

Pregătiți un cerc de scaune
Pregătiți un flip chart

Acces

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”

Discuție
(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.

Ora nr. 8: Local and global

Fază	Conținut	Media, material
Introducere (5 min.) PP PP	Activitate precedentă 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. Pregătire Pregătiți un cerc de scaune Înmânează fiecărui elev/fiecărei eleve o copie a fiecărui exercițiu Acces 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.) OE	The students work into groups discussing on the topics and making notes about them.
Discuție (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.
Tema pentru acasă TA	The students are asked to look for the possible meanings of global and local by talking with their parents and relatives.

Ora nr. 9: Zooming in and zooming out (global-local)

Fază	Conținut	Media, material
Introducere (5 min.) PP PP	Activitate precedentă 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. Pregătire Pregătiți un cerc de scaune Prepare blank sheets of paper Acces 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)”
Discuție (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.