Language and Diversity - 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 skills, dialogical skills

	10-14
	12 x 60 min.
	board/flip chart;
	Communication Dialogue Diversity Language Signs Symbols

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: Language

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Language” 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 Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Speaking - Language - Communication to each pupil and introduces the subject asking students to think about the questions contained in this exercise.	M1 Leading idea “Language” M2 Exercise “Speaking – language – communication”
Main section (10 min.) PO	Students think individually about the questions and think also for giving reasons for each of them
Discussion (40 min.) D	Teacher invites pupils to discuss with classmates the issues that they think are important, referring in particular to the questions of the exercises

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea “Language” 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
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Speaking - Language - Communication to each pupil and introduces the subject asking students to think about the questions contained in this exercise.

M1: Leading idea “Language”

M2: Exercise “Speaking – language – communication”

Main section
(10 min.)

Students think individually about the questions and think also for giving reasons for each of them

Discussion
(40 min.)

Teacher invites pupils to discuss with classmates the issues that they think are important, referring in particular to the questions of the exercises

Lesson No 2: The “The use of language – the language-game”

Phase	Content	Media, Material
Introduction (15 min.) PTS TP	Previous activity Teacher studies previously the leading idea The use of language – language game Preparation Prepare a circle of chairs Prepare pieces of paper and markers Prepare a blank target with two concentric circles and the word “language” in the middle of the inner circle Hand out a copy of each exercise to each student Execution Teacher introduces subject of The use of language – language game and asks the pupils to reflect upon the concept of language. Teacher hands out a copy of exercise Exploring the concept of language and invites to think as many words they can which they associate with the target concept “language” and to decide to put it in the inner or outer circle	M3 Leading idea “The use of language – the language-game”
Main section (10 min.) PO	Students work individually writing their own list of words which they associate with the target concept “language”	M4 Exercise “Exploring the concept of language”
Discussion (35 min.) A D	Teacher invites pupils to discuss and explore the language game – use of language: they discuss with each other the list of words together and decide where the words belong - in the inner or outer circle. Pupils have to give reasons. Reasons can include examples, counterexamples, definition…	M4 Exercise “Exploring the concept of language”

Phase

Content

Media, Material

Introduction
(15 min.)

Previous activity

Teacher studies previously the leading idea The use of language – language game

Preparation

Prepare a circle of chairs
Prepare pieces of paper and markers
Prepare a blank target with two concentric circles and the word “language” in the middle of the inner circle
Hand out a copy of each exercise to each student

Execution

Teacher introduces subject of The use of language – language game and asks the pupils to reflect upon the concept of language. Teacher hands out a copy of exercise Exploring the concept of language and invites to think as many words they can which they associate with the target concept “language” and to decide to put it in the inner or outer circle

M3: Leading idea “The use of language – the language-game”

Main section
(10 min.)

Students work individually writing their own list of words which they associate with the target concept “language”

M4: Exercise “Exploring the concept of language”

Discussion
(35 min.)

Teacher invites pupils to discuss and explore the language game – use of language: they discuss with each other the list of words together and decide where the words belong - in the inner or outer circle. Pupils have to give reasons. Reasons can include examples, counterexamples, definition…

M4: Exercise “Exploring the concept of language”

Lesson No 3: Language and diversity

Phase	Content	Media, Material
Introduction (15 min.) PTS TP	Previous activity Teacher studies the leading idea Language and diversity then lists the points of exercise Different languages on the flip chart Preparation Prepare a circle of chairs Prepare a flip chart Hand out a copy of each exercise to each student Execution The teacher asks students to choose one or more topics to reflect on. After choosing, the teacher divides students into groups and asks them to discuss on the topics arisen by the topics and to make notes about them. Finally, asks students to share each other their own conclusions	M5 Leading idea “Language and diversity” M6 Exercise “Different languages”
Main section (20 min.) D A HW	Step 1 Students work in groups discussing on the topics and making notes about them Step 2 Students think about the exercise Thought experiments and should be encouraged to think also about own thought experiments Step 3 As homework students can make up a new language	M6 Exercise “Different languages” M7 Exercise “Thought experiments” M8 Exercise “Make up a new language”
Discussion (30 min.) A D	Students share each other their own thoughts and conclusions Teacher invites students also to tell words in different languages so that they can listen to the different sounds	M6 Exercise “Different languages” M7 Exercise “Thought experiments”

Phase

Content

Media, Material

Introduction
(15 min.)

Previous activity

Teacher studies the leading idea Language and diversity then lists the points of exercise Different languages on the flip chart

Preparation

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

Execution

The teacher asks students to choose one or more topics to reflect on. After choosing, the teacher divides students into groups and asks them to discuss on the topics arisen by the topics and to make notes about them. Finally, asks students to share each other their own conclusions

M5: Leading idea “Language and diversity”

M6: Exercise “Different languages”

Main section
(20 min.)

Step 1 Students work in groups discussing on the topics and making notes about them
Step 2 Students think about the exercise Thought experiments and should be encouraged to think also about own thought experiments
Step 3 As homework students can make up a new language

M6: Exercise “Different languages”

M7: Exercise “Thought experiments”

M8: Exercise “Make up a new language”

Discussion
(30 min.)

Students share each other their own thoughts and conclusions
Teacher invites students also to tell words in different languages so that they can listen to the different sounds

M6: Exercise “Different languages”

M7: Exercise “Thought experiments”

Lesson No 4: Understanding

Phase	Content	Media, Material
Introduction (5 min.) TP	Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher studies the leading idea Understanding asking pupils to reflect and become more specific in their understanding and use of language	M9 Leading idea “Understanding”
Main section (10 min.) PO	Students work individually reflecting on the concept of “understanding” and the different meanings – it is based on the aim of understanding basic concepts	M10 Exercise “Understanding” M11 Exercise “Thinking about understanding”
Discussion (40 min.) D	Teacher invites students to discuss how they use the word “understanding” and share with classmates how they express different ways of understanding and express what they mean by saying “understand”	M11 Exercise “Thinking about understanding”

Phase

Content

Media, Material

Introduction
(5 min.)

Preparation

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

Execution

Teacher studies the leading idea Understanding asking pupils to reflect and become more specific in their understanding and use of language

M9: Leading idea “Understanding”

Main section
(10 min.)

Students work individually reflecting on the concept of “understanding” and the different meanings – it is based on the aim of understanding basic concepts

M10: Exercise “Understanding”

M11: Exercise “Thinking about understanding”

Discussion
(40 min.)

Teacher invites students to discuss how they use the word “understanding” and share with classmates how they express different ways of understanding and express what they mean by saying “understand”

M11: Exercise “Thinking about understanding”

Lesson No 5: Signs and Symbols

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies the leading idea Signs and symbols and writes the questions of exercise Signs and symbols on the board Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher introduces subject and encourages pupils to list signs and symbols in everyday life	M12 Leading idea “Signs and symbols” M13 Exercise “Signs and symbols”
Main section (15 min.) PO	Students work individually writing their own list and also filling in the form Sign or symbol	M13 Exercise “Signs and symbols” M14 Exercise “Sign or symbol?”
Discussion (30 min.) A D HW	Teacher invites pupils to discuss with classmates and give good reasons for their decisions Pupils explore their environment to find different signs and symbols – they create own symbols	M15 Exercise “Signs”

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies the leading idea Signs and symbols and writes the questions of exercise Signs and symbols on the board

Preparation

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

Execution

Teacher introduces subject and encourages pupils to list signs and symbols in everyday life

M12: Leading idea “Signs and symbols”

M13: Exercise “Signs and symbols”

Main section
(15 min.)

Students work individually writing their own list and also filling in the form Sign or symbol

M13: Exercise “Signs and symbols”

M14: Exercise “Sign or symbol?”

Discussion
(30 min.)

Teacher invites pupils to discuss with classmates and give good reasons for their decisions
Pupils explore their environment to find different signs and symbols – they create own symbols

M15: Exercise “Signs”

Lesson No 6: Diversity between culture and tradition

Phase	Content	Media, Material
Introduction (10 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Diversity between cultures” 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 Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Culture and traditions to each pupil, then introduces the subject asking students to read the questions contained in the text	M17 Leading idea “Diversity between cultures” M18 Exercise “Culture and traditions”
Discussion (40 min.) D	Teacher stimulates the discussion among pupils about the questions contained in exercise Culture and traditions 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 the meaning of culture and traditions

Phase

Content

Media, Material

Introduction
(10 min.)

Previous activity

Teacher studies previously the leading idea “Diversity between cultures” 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
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Culture and traditions to each pupil, then introduces the subject asking students to read the questions contained in the text

M17: Leading idea “Diversity between cultures”

M18: Exercise “Culture and traditions”

Discussion
(40 min.)

Teacher stimulates the discussion among pupils about the questions contained in exercise Culture and traditions 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 the meaning of culture and traditions

Lesson No 7: Customs/Traditions/Habits

Phase	Content	Media, Material
Introduction (15 min.) PTS TP HW PP	Previous activity Teacher studies previously the leading idea “Customs/Traditions/Habits” 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 Hand out a copy of each exercise to each student Execution Step 1 Students are asked to interview their grandparents about the kind of things they did when they were their age. They could also ask if it was common for children to do things like this, and what the reasons were for doing them Step 2 During the next class, the teacher asks the whole group to share the information about what activities were traditional when their grandparents were their age and to explain why they did those things Step 3 Then the teacher asks pupils to investigate which of these traditions still exist and which do not. As a group, students must try to find out why some have disappeared, and if they have been replaced by other activities that are now beginning to be considered traditions (or have already become traditions)	M19 Leading idea “Customs/Traditions/Habits”
Main section (15 min.) PO	Then the teacher asks pupils to investigate which of these traditions still exist and which do not. As a group, students must try to find out why some have disappeared, and if they have been replaced by other activities that are now beginning to be considered traditions (or have already become traditions)	M19 Leading idea “Customs/Traditions/Habits”
Discussion (30 min.) D	Once the previous task is finished, the class can discuss the questions contained in activity/inquiry Origin and diasappearance of traditions and explain their answers	M20 Activity “Origin and disappearance of traditions”

Phase

Content

Media, Material

Introduction
(15 min.)

Previous activity

Teacher studies previously the leading idea “Customs/Traditions/Habits” 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
Hand out a copy of each exercise to each student

Execution

Step 1 Students are asked to interview their grandparents about the kind of things they did when they were their age. They could also ask if it was common for children to do things like this, and what the reasons were for doing them
Step 2 During the next class, the teacher asks the whole group to share the information about what activities were traditional when their grandparents were their age and to explain why they did those things
Step 3 Then the teacher asks pupils to investigate which of these traditions still exist and which do not. As a group, students must try to find out why some have disappeared, and if they have been replaced by other activities that are now beginning to be considered traditions (or have already become traditions)

M19: Leading idea “Customs/Traditions/Habits”

Main section
(15 min.)

Then the teacher asks pupils to investigate which of these traditions still exist and which do not. As a group, students must try to find out why some have disappeared, and if they have been replaced by other activities that are now beginning to be considered traditions (or have already become traditions)

M19: Leading idea “Customs/Traditions/Habits”

Discussion
(30 min.)

Once the previous task is finished, the class can discuss the questions contained in activity/inquiry Origin and diasappearance of traditions and explain their answers

M20: Activity “Origin and disappearance of traditions”

Lesson No 8: Should everything be changed?

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Customs/Traditions/Habits” 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 Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Should everything be changed? to each pupil, and introduces the subject asking them to read the list of practices that have changed in the last fifty years, enumerated in the text. Then the teacher asks students to state which they think have been changes for the better, and why	M19 Leading idea “Customs/Traditions/Habits” M21 Exercise “Should everything be changed?”
Main section (10 min.) PO	Students work in groups discussing on the topics and making notes about them
Discussion (40 min.) D	Students mutually share their own conclusions, giving reasons for their outcome
Homework HW	Students are asking to look for examples of improvement and decline by talking to their elders

Lesson No 9: Respect and tolerance

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies the leading idea Language and diversity then lists the points of exercise Different languages on the flip chart Preparation Prepare a circle of chairs Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Tolerance and respect exercise to each pupil, and introduces the subject asking them to read the sentences listed in the text. Then the teacher divides students in groups and asks them to find out in which of the situations presented in the text the use of the term “tolerance” implies the existence of respect and in which it does not	M22 Leading idea “Respect and tolerance” M23 Exercise “Respect and tolerance”
Main section (15 min.) PO	Students work into groups discussing on the topics and making notes about them
Discussion (30 min.) D	Students mutually share their own conclusions, giving reasons for their outcome

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies the leading idea Language and diversity then lists the points of exercise Different languages on the flip chart

Preparation

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

Execution

Teacher hands out a copy of exercise Tolerance and respect exercise to each pupil, and introduces the subject asking them to read the sentences listed in the text. Then the teacher divides students in groups and asks them to find out in which of the situations presented in the text the use of the term “tolerance” implies the existence of respect and in which it does not

M22: Leading idea “Respect and tolerance”

M23: Exercise “Respect and tolerance”

Main section
(15 min.)

Students work into groups discussing on the topics and making notes about them

Discussion
(30 min.)

Students mutually share their own conclusions, giving reasons for their outcome

Lesson No 10: Tolerance

Phase	Content	Media, Material
Introduction (15 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Respect and tolerance” 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 Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Tolerance to each pupil, then introduces subject asking students to read the questions contained in the text	M22 Leading idea “Respect and tolerance” M24 Exercise “Tolerance”
Discussion (40 min.) D	Teacher stimulates the discussion among students about the questions contained in exercise Tolerance remembering that they 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 tolerance

Phase

Content

Media, Material

Introduction
(15 min.)

Previous activity

Teacher studies previously the leading idea “Respect and tolerance” 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
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Tolerance to each pupil, then introduces subject asking students to read the questions contained in the text

M22: Leading idea “Respect and tolerance”

M24: Exercise “Tolerance”

Discussion
(40 min.)

Teacher stimulates the discussion among students about the questions contained in exercise Tolerance remembering that they 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 tolerance

Lesson No 11: Tolerance or acceptance?

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Respect and tolerance” 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 Hand out a copy of each exercise to each student Execution Teacher hands out a copy of exercise Talk about yourself to each pupil, and asks them to do the exercise	M22 Leading idea “Respect and tolerance” M25 Exercise “Talk about yourself”
Main section (15 min.) PO	Students work individually on the exercise making notes about their outcome
Discussion (30 min.) D	After students share their outcomes, the teacher will invite them to reason about the meaning of ‘tolerance’ and ‘acceptance’, reflecting on the difference between the two terms

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea “Respect and tolerance” 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
Hand out a copy of each exercise to each student

Execution

Teacher hands out a copy of exercise Talk about yourself to each pupil, and asks them to do the exercise

M22: Leading idea “Respect and tolerance”

M25: Exercise “Talk about yourself”

Main section
(15 min.)

Students work individually on the exercise making notes about their outcome

Discussion
(30 min.)

After students share their outcomes, the teacher will invite them to reason about the meaning of ‘tolerance’ and ‘acceptance’, reflecting on the difference between the two terms

Lesson No 12: Prejudice

Phase	Content	Media, Material
Introduction (5 min.) PTS TP	Previous activity Teacher studies previously the leading idea “Pre-judgement/Prejudice” 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 Execution Teacher writes on the flip chart the list of sentences contained in exercise Prejudice and stereotype	M26 Leading idea “Pre-judgement/Prejudice” M27 Exercise “Prejudice and stereotype”
Main section (15 min.) PO	Teacher asks pupils to read the list and to decide if every sentence expresses a stereotype or a prejudice, writing down how many pupils say yes and how many say not
Discussion (40 min.) D	After the work phase, the teacher stimulates a discussion among students asking them what the difference is, if there is any, between prejudice and stereotype and to try to give a definition for the two terms

Phase

Content

Media, Material

Introduction
(5 min.)

Previous activity

Teacher studies previously the leading idea “Pre-judgement/Prejudice” 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

Execution

Teacher writes on the flip chart the list of sentences contained in exercise Prejudice and stereotype

M26: Leading idea “Pre-judgement/Prejudice”

M27: Exercise “Prejudice and stereotype”

Main section
(15 min.)

Teacher asks pupils to read the list and to decide if every sentence expresses a stereotype or a prejudice, writing down how many pupils say yes and how many say not

Discussion
(40 min.)

After the work phase, the teacher stimulates a discussion among students asking them what the difference is, if there is any, between prejudice and stereotype and to try to give a definition for the two terms