|Date:||October 11, 2018|
|Sted:||Meetingroom Comenius, SDU, Campus Odense|
|Registration:||Deadline was September 24, 2018|
|Papers:||The workshop allows for up to six papers with a maximum length of five pages each.
When enrolling please make sure to state your research interests and if you wish to present a paper or not.
To give the participants time for preparation, we kindly ask presenting participants to submit their papers no later than October 1, 2018.
Send paper to: Caroline Schaffalitzky de Muckadell - mail: email@example.com
|ECTS:||Participants with paper: 1,5
Paticipants without paper: 0,5
||Caroline Schaffalitzky de Muckadell|
Masterclass: Dialogical teaching through Philosophy with Children
With Keith Topping, Professor of Educational and Social Research, University of Dundee
The seminar will begin with an open lecture by Professor Topping. The topic of the lecture will be the dialogical teaching found in Philosophy with Children, a form of teaching which emphasizes peer interaction and appears to benefit both thinking, social and language skills. The open lecture is followed by a closed feedback session during which Professor Topping will lead a discussion of students’ projects. Papers, no longer than 5 pages, should be sent to Caroline Schaffalitzky, firstname.lastname@example.org, by October 1.
Professor Topping’s research focus includes peer learning (e.g. cooperative learning and peer assessment) in core skills (e.g. writing, thinking skills and mathematics) and across subject boundaries. These methods are targeted to: raise achievement; enhance motivation; develop social and other transferable skills; and promote inclusion. Among other things, Professor Topping has also been involved in projects exploring parent involvement in language development with children aged 0-3 years and he has been working on the quality of implementation of book reading and outcomes in primary and secondary school.
Professor Topping’s long list of publications include:
Topping, KJ, Trickey, S, & Cleghorn, P (2019). A teacher’s guide to Philosophy for Children. New York and London: Routledge.
Richards, JA, Gilkerson, J, Xu, D & Topping, K 2017, 'How Much Do Parents Think They Talk to Their Child?', in Journal of Early Intervention, vol 39, no. 3, pp. 163-179.
Topping, KJ & Trickey, S 2015, ‘Philosophy for children: short and long term effects’, in R Wegerif, L Li & JC Kaufman (eds), The Routledge International Handbook of Research on Teaching Thinking, Routledge, pp. 103-112.
Topping, KJ & Trickey, S 2015, The role of dialogue in philosophy for children, in LB Resnick, C Asterhan & S Clarke (eds), Socializing intelligence through academic talk and dialogue. American Educational Research Association, Washington, pp. 99-110.
Boyle, C, Topping, K & Jindal-Snape, D 2013, 'Teachers’ attitudes towards inclusion in high schools', in Teachers and Teaching: Theory and Practice, vol 19, no. 5, pp. 527-542. DOI:
For more information, see: https://www.dundee.ac.uk/esw/staff/details/toppingkeith-j-.php
The deadline for enrolment is October 1, 2018. The workshop allows for up to six papers with a maximum length of five pages each. When enrolling please make sure to state your research interests and if you wish to present a paper or not. To give the participants time for preparation, we kindly ask presenting participants to submit their papers no later than October 1, 2018.
Preliminary seminar programme:
10:00-10:15 Welcome and introduction
10:15-12:15 Presentation by Prof. Keith Topping and discussion
13:00-14:30 Project discussions
14:45-15:45 Project discussions
15:45-16:00 Wrap up
Participants with paper: 1½ ECTS
Participants without paper: ½ ECTS