training

Philosophy for Children Level One (validated by Sapere)

Dates:           Wednesday 7 and Thursday 8 March 2018

Trainer:          Topsy Page

Venue:            Manley Park Primary School, Whalley Range, Manchester

Course fee:    £300   discount available for group bookings or low income

Philosophy for Children is an active learning technique which gives children an opportunity to discuss big ideas and difficult topics in a safe and structured way. Promoting high quality talk, critical thinking and reasoning, P4C has been proven to improve academic outcomes for children as well as develop their social skills and resilience. P4C is a participatory methodology which gives children a voice. It is increasingly recognised as something which can transform educational settings and children's experience of education. 

 To book a place on this course please contact me via this website. 

 Limited places.

Philosophy for Children Level One course (validated by Sapere)

 Dates:           Wednesday 19 and Thursday 20 July

Trainer:          Topsy Page

Venue:            Manley Park Primary School, Whalley Range, Manchester

Course fee:    £300             discount available for group bookings or low income

Philosophy for Children is an active learning technique which gives children an opportunity to discuss big ideas and difficult topics in a safe and structured way. Promoting high quality talk, critical thinking and reasoning, P4C has been proven to improve academic outcomes for children as well as develop their social skills and resilience. P4C is a participatory methodology which gives children a voice. It is increasingly recognised as something which can transform educational settings and children's experience of education. 

 To book a place on this course please contact me via this website. 

 Limited places.

Talk for learning

After a term of working with me on Productive Talk, I asked teachers what the impact has been on their classes. Here are some of their responses:

  • More children are able to respond to teacher questioning.

  • Children’s talk is clearer.

  • Children are more enthusiastic about pair talk.

  • Better listening.

  • Better reasoning.

  • Less repetition.

  • Children are more engaged, alert and attentive.

  • Talk is more focussed and of higher quality.

  • Children are talking to and challenging each other – not always through the teacher.

  • Children are more confident to talk.

  • Less shouting out.

  • Children who don’t normally talk are starting to.

  • Much better, more in depth answers.

  • Not always the same children dominating.

  • Children getting better at working with all their peers.

  • Vocab improving.

Talk Audits

Research on talk in schools around ten years ago in the UK showed that high quality pupil talk was rare, that pupils’ thinking time was often very limited, and that most teacher questions were closed.

My experience in schools suggests that – sadly – this is often still the case, even in schools with good teachers and even in schools which are broad-minded with regard to their curriculum.  I am convinced that developing a culture of productive talk which truly values pupil explanations, questions and reasoning, can change the way pupils view teachers, and the way pupils see themselves. It can completely transform the learning environment.

I carry out Talk Audits in schools, spending a day listening to and transcribing the teacher and pupil talk. I then analyse this, and make recommendations.

Please get in touch for more details.