The Works
Over 100 indexed resources for
P4C, thinking and speaking.
Overview
Welcome to “The Works”, the collection of the vast majority of resources I have
written for philosophy for children in the last four years. I plan to continue
sending out bulletins as often as I can for free, but now that there are 80-odd
issues in the back-catalogue, it makes sense to make them available for sale in a
more easily accessed collection.
Thank you for buying these resources. I welcome your thoughts on how to make
their presentation easier, or sharing how you have used them in your school.
How to Use “The Works”
Most of the resources are in the form of individual, printer-friendly attachments.
To help you navigate around and find what you want, there are two overview
documents, “The Works Overview – Open This First” and “The Works Index –
Open This Second”.
In this document, you’ll find all the original bulletins, edited to cut out marketing
bumph and topical references are headlined in red-brown type with a # sign.
Where there are attachments, they are listed in black bold italics. Some of the
bulletins are very quick introductions to the attachments, some explain the
general thinking of which the attachments are an example, and some stand by
themselves without a need for further resources.
In case you should wonder why there are gaps, numbers #1 to #60 are from the
sequence readers receive in order, numbers #1 to #124 are broadcasts that I
sent out to the whole list at once, and numbers #200 and over are things I
haven’t emailed out that are only accessible to paying customers.
The Files
The individual resources are in the accompany folder, “The Works - Files”. Some
of them are in Word format as well as PDF so that you can edit and reformat
them. If more than a quarter of the people who have bought The Works by the
end of February email me to say it would be helpful, I’ll get the rest of them into
Word format too – I ‘m not sure at the moment if it helps or just complicates
things.
The Index
Probably the easiest way to find items of interest is the other helpful document is
the Excel workbook “Open This Second – Index”. On the first worksheet, INDEX,
all the bulletins and attachments are listed, along with the resource type, any
salient concepts explored, and a brief description.
On the second sheet, CONCEPTS, there’s a list of many of the concepts that can be
explored in the resources. You can then search for that word in the INDEX sheet.
On the third sheet, COLLECTIONS, there are groups of resources of interest to
those working with particular age groups or that link together in some other
way. I find that you can often get good thinking out of older students by using
resources pitched at younger students, so don’t be too restricted by this. I am
hoping that people will start to create their own collections and let me know
which resources have worked well in sequences.
On the fourth sheet, TRAINING SUGGESTIONS are some groups of resources,
including PPTs, that I use when training teachers. These will be particularly
helpful to people who have attended one of my courses and want to share the
ideas with colleagues.
Resource Types
KEY DOCUMENT – These are the places where I explain the main ideas that
inform my approach to P4C.
Bulletin – as explained, the body of the original email
Enquiry Plan – These provide questions, exercises or a whole session plan as
well as a stimulus
Story – Mostly A4 sized stories by me, carefully written to invite discussion of
particular concepts
Video- Link to one or more films that can be used as stimuli
Dialogue – Stimuli in the form of playscript conversations
Home Talk – Resources to encourage talk at home with parents
Facilitation Article – Activities, question creation techniques and facilitator
strategies – for adding to teachers’ toolboxes as opposed to providing content for
particular sessions
Whole School Approach – Strategies that, while useful for individual teachers,
are particularly helpful in encouraging colleagues across a school to do more P4C
Thinkers’ Game – Activities with questions, mostly using strategies from the
Thinkers’ Games book
Puzzle – Riddles or other puzzles that stimulate collaborative thinking
Trainer Powerpoint – The visuals I use to reinforce key ideas during teacher
training. Always need to read in conjunction with the relevant resources, as I
don’t put much text on my slides.
You can sort the table by any column to see resources grouped together.
Licence Conditions
Purchase of these resources gives you two licences. One is a school wide licence –
you can install these resources on your school network, email them to colleagues
within your school, print them off and copy them, insert them into PPTs etc –
anything you like, for use within your own school.
The second licence is a personal licence for the named individual who has placed
the order (or the teacher who has requested it). You can take the resources with
you on your own computer if you change schools, so that you don’t have to start
over with a new licence. You can’t of course, share them with all your colleagues
at your new school.
None of the resources should appear on publicly accessible websites or form part
of any product or service marketed to other people or organisations, whether
free or paid for, without seeking permission first. I will be quite happy for
questions/stories of the week to be put up for parent/child dialogue provided
that they are credited with a link to the website and are not up permanently, but
please email to ask.
Acknowledgements
Where resources have been contributed by others, or a question from a reader
has got me thinking, this is acknowledged in the relevant place, and I have
endeavoured to seek permission from all significant contributors.
I would like to thank the P4Cers whose courses I’ve taken or whose work I have
observed – Steve Williams, Roger Sutcliffe, James Nottingham, Lizzy Lewis, Steve
Bramall, Karin Murris, Joanna Haynes, Maughn Gregory, Laurence Splitter,
Megan Laverty, and Lisa Naylor. The whole P4C movement is of course indebted
to the memory of Matt Lipman and Ann Sharp.
It is a privilege to get to work with so many enthusiastic teachers and pupils, and
I’m especially grateful to those readers of the bulletin whose words of
encouragement, questions and reports on how their classes have responded
have been essential to my sustaining my enthusiasm for this work.
Lastly, a big thank you to my sister and assistant, Clare Morris, who did much of
the work in compiling this collection and generally makes it possible for me to
have the time to write anything in the first place.
#1 - How to make your first P4C session a success
Thinkers' Games
Games that make the thinking physical are an excellent way to
maximise participation and independent thinking. I've attached an
extract from my Thinkers' Games mini book which
explains the general principles, along with exemplars of two of the
games. "Vote With Your Feet Early Years" is suitable for
pre-literate children, but older children will enjoy it too.
"Traditional and Playful Questions" for Philosopher's Fruit Salad
is aimed at KS3, but is very easy to adapt.
Enquiry Plan
Finally, there's "The Fairest Teacher of Them All" - a complete
enquiry plan, usable in KS2-4. (The warm-up is another Vote Woth
Your Feet activity. It's a story that has always yielded
interesting questions, perhaps because fairness is such a central
concept for children.
Watching the videos at www.p4c.com/video-clips is also helpful. The
full mini-book of Thinkers' Games is available from my website if
you haven't already got a copy.
Resources:
1a - Thinkers Games Extract
1b - Vote With Your Feet - Early Years Example.pdf
1c - Traditional and Playful Questions.pdf
1d - The Fairest Teacher of Them All - Taster Lesson.pdf
#2 Luck and Fate: How different ages can explore the
same ideas
P4C lends itself to a "spiral" curriculum. You can explore the same
concepts, such as luck or fate, with very different ages, by
selecting stories appropriate to that age group.
Stories are a great way to draw children into P4C. They provide a
context for the thinking and characters that make problems and
concepts human.
These two stories approach the themes of luck and fate for children
at opposite ends of their school careers.
Younger children
"Good Luck Bad Luck" is an accessible story you can use as a
stimulus with young children. It really hits you over the head with
the theme of luck.
I've also attached it as a "double bill" zigzag book with "The
Fairest Teacher". Personally, the thought of marshalling a class to
do all that cutting and folding makes me shudder. But there are
brave teachers who like the format, and it can lead into writing their
own zig zag stories. Just cut along the red lines, fold along
the grey.
Older teenagers
For older teenagers new to P4C , a good tactic is to find a stimulus
provocative enough that they can't resist getting engaged.
If the story of Oedipus doesn't get a reaction, you may as well
follow the example of the Sphinx and jump off a cliff. You can use
the "Vote With Your Feet" exercise about which of the crimes in the
story is the worst as a provocative starter.
I've used this enquiry before studying Romeo and Juliet to
introduce the concepts of tragedy and fate. Often questions like
"Can you escape your fate?" or "Is your life mapped out for you?"
are chosen.
I usually use a presentation version of it which reinforces the
story with pictures. It's a big file which may get blocked, so I've
put it up at:
http://thephilosophyman.com/oedipus
Resources:
2a - Good Luck Bad Luck.pdf
2b - Fairest Teacher and Good Luck Bad Luck.pdf
2c - Oedipus Enquiry Plan.pdf
#3 Icebreakers and More Thinkers' Games
The Naughtyometer
Taken from Alien Adventures in Philosophy, an alien schoolteacher
needs help deciding which of her class are the naughtiest. In
groups, the children rank a set of cards from most to least naughty
and discuss their reasons. The twist is that the two naughtiest are
in line for the cane. Should they allow her to cane the children,
or intervene?
The Question Zoo
Getting children to create their own philosophical questions is the
stage that teachers and classes find most difficult in the early
stages. I think it helps if children have seen lots of examples.
So, after showing them a stimulus on the theme of rich and poor,
such as:
http://reblaura.files.wordpress.com/2011/10/0000poverty-and-wealth.jpg
you could get the group to read out the questions and then do a
Vote With Your Feet where they stand by the question that interests
them most. Talk about why they thought it would be interesting.
Allow them to add their own questions and home in on the most
popular question.
This will let them start to develop a taste in questions, and to
see the difference between philosophical questions and ones that
have simple factual answers, such as, "Where was the picture taken?"
Icebreaker Games
A good way to get children to open up ready for whole-class
dialogue is to use fun activities that require talking in pairs.
One way to do that is with "Ping Pong Proverbs", constructed in
pairs with each person contributing a word in turn.
Explain what a proverb is and get some examples, and then model
with a volunteer. You start with "Always" or "never", your partner
continues, then it's back to you.
They may be complete nonsense, but sometimes you will get
unexpected pearls of wisdom, such as, "Never forget to brush your
teeth when you are going to be executed."
Another excellent paired game is "Philosophers' Cocktail Party".
I use these as icebreakers on INSET days to get the room buzzing.
One of the examples is aimed at young children and has a lot of
pictures, so the file is too big to attach. You can get it, with a
menu of the workshops and INSET I offer, by visiting:
www.thephilosophyman.com/partiesandmenu
Resources:
3a - Rich and Poor.pdf
3b - Naughtyometer Complete.pdf
#4 - Where to find picture books and ready-written
questions
The use of picture books as starting points for discussion has
become something of a tradition in the UK. Classes are quite ready
to revisit books they read when they were much younger,
understanding that they are experiencing them in a different way
when doing philosophy. I often use "To Catch A Star" by Oliver Jeffs
or "Two Frogs" by Christopher Wormell.
This site, created by Tom Wartenberg and his Philosophy for
Children class at Mount Holyoke College is brilliant for picture
book stimuli, and includes questions you can use to prompt
discussion while children get used to formulating their own
questions. It's at: http://www.teachingchildrenphilosophy.org
#5 - What is a river worth? Or a tulip?
In this issue, two story stimuli that raise philosophical questions
about what is valuable. Tulips from Amsterdam may be more suitable
for secondary. The Water Catcher can be used with a wide range of
ages. You can work on it first as a Kohlberg-style moral dilemma,
with the class in role as a jury having to decide what should
happen. Or use it as a stimulus in the normal way.
The Water Catcher has been turned into a short film broadcast on
the BBC. You can access the whole series, "What Makes Me Me and Other
Interesting Questions" at:
http://www.bbc.co.uk/programmes/p015ft62
I've attached it in a plain format and also as a zig-zag book. Cut
along the red lines on one side, then fold along the black lines to
concertina it. Fiddly but dinky - I'd be interested to hear if
teachers prefer that format, how the kids react to it, and whether
they get enthusiastic about making their own zig-zag stories.
Resources:
5a - Water Catcher.pdf
5b - Tulips from Amsterdam.pdf
5c - Water Catcher ZigZag Version.pdf
#6 - Are Some Rules Meant to be Broken?
"Are some rules meant to be broken?" is one of my favourite
questions.
It interests me as a teacher, because we seem to have rules in
schools that are there to allow rebels to break rules without
breaking anything else. As a philosopher, I'm conscious that there
have been plenty of societies whose rule breakers are our heroes
and whose most law-abiding citizens are easily painted as villains.
But is there a rule you can follow to tell you when the rules should
be broken? If there is, should children be encouraged to work it
out?
"The Visitor" is a fantasy story about whether right and wrong are
the same for ever (though it might generate questions about time
travel or other themes).
You could use it to take off from a history topic - what did people
in a particular period think was right and what makes us think they
were wrong?
"No Right or Wrong Answer" is an article exploring the attractions
and dangers of telling children that there are "no right or wrong
answers in philosophy".
Lastly, a thought experiment you can try with any age group.
If you swapped brains with your mum or dad, who would be who and
who would make the rules?
It's a discussion that can go in all directions, from personal
identity (what makes you you) to where authority comes from (age,
experience, or physical power). Or maybe someone will say it would
be impossible, which leads on to the question of whether there are
rules such as laws of nature that can't be broken.
Resources:
6a - The Visitor.pdf
6b - No Right or Wrong Answer.pdf
#7 - Why stimuli containing arguments are ideal for
P4C
The philosophical novels written by P4C founder Matthew Lipman were
full of arguments. They featured children with different points of
view arguing about the kinds of questions that might be chosen in
an enquiry.
It could be a little artificial at times, but it did do the
important job of providing children with models of argument. So if
you can find stimuli that involve characters expressing different
points of view, so much the better.
Suitable arguments will often occur in everyday life.
When I'm not wearing my philosophy hat, I put on a wooly one
instead and run Duke of Edinburgh expeditions. A while ago I found
a group disputing what was the fairest way to share out their kit,
and the attached dialogue was elaborated from their conversation.
Or they might be raised by something you see, hear or read
I saw a Horizon programme, "Seeing is Believing" which has some
fascinating illusions including the "McGurk effect" www.tinyurl.com/mcgurk
That set me thinking about the senses, so I've attached a story
for younger children about animals arguing about whose sense is
sharpest.
Resources:
7a - Unfinished Business - Sharing the Burden - with notes.pdf
7b - Sense Story.pdf
#8 - Stories Involving Death
Two stories in this week's bulletin, both involving death among
other concepts. One, the Ring of Gyges, has a very long pedigree in
philosophy, as it features in Plato's Republic. A dead giant, a
ring of invisibility, murder and a happy ending. It's a good yarn,
full of possibilities for enquiry.
The other "The Man Who Wanted to Live Forever" is an old folk tale
which has also been turned into a picture book by Selina Hastings.
Do children want to talk about death? Should they talk about it?
Tough one. I have found them to be very robust and pragmatic, and
the Selina Hastings book was recommended to me by a colleague who
used it with year 3 upwards. You wouldn't I imagine, want to use
either of these with a class where someone was very recently
bereaved, but I have had some very profound and engaged enquiries
using these stories. Children certainly have a range of views about
death and find it philosophically interesting.
PS. Some pictures and comments from a study of German and Japanese
children that involved P4C enquiries about death are in this PPT:
http://naaciphilo.org/2010_Conference_papers_files/Mexico#20ppt#202010.pptx
Resources:
8a - The Ring of Gyges.pdf
8b - The Man Who Wanted to Live Forever.pdf
#9 - Thinking Links from School to Home
One of the recipients of this newsletter has asked for help with
introducing P4C to parents. A full advocacy pack including a PPT is
now on my to-do list, but for now here are some "Smart Thinking"
resources to promote thoughtful dialogue between pupils and parents.
In each case, there are a variety of questions for the child and
parent to talk through, recording their thoughts on the sheet.
The Early Years/KS1 version has illustrations. The KS2 and KS3
versions have some questions that can be cut out - or better,
printed onto stickers (the 18 to a page format), which kids always
like, and then stuck in the space on the blank template. In all
cases, giving the children a choice of the question they want to
take home will yield the best results, and begin to build the
discernment that helps in choosing enquiry questions.
The idea builds on some resources by Sara Stanley, author of "But
Why?" which is an excellent introduction to P4C, especially for
those working with younger children. You can get some of her
materials from www.p4c.com, an excellent subscription website to
which I upload many of my stories too.
Resources:
9a - Smart Thinking Blank - KS2 and KS3.pdf
9b - Smart Thinking Questions - KS2.pdf
9c - Smart Thinking Questions - KS3-1.pdf
9d - Smart Thinking - Early Years and KS1.pdf
#10 - Two New Stimuli
Two new stimuli. I have not written any notes to go with them as
they are brand new and I don't yet know what classes will make of
them.
I would be especially interested to hear what questions groups come
up with in response to them.
The first is a dialogue between children about whether there are
fairies at the bottom of one of their gardens. Might lead to some
awkward questions about Father Christmas for younger children;
don't say I didn't warn you. As with the other "Unfinished
Business" dialogues, they could carry on the dialogue, perhaps in
role in small groups, before broadening the discussion to create
enquiry questions.
The second is the story of a good king who, against their wishes,
decides to give his power to his people. It is loosely based on the
true story of King Jigme Singye Wangchuck, who imposed democracy on
Bhutan in 2006 before abdicating in favour of his son. They might
decide what should happen in this case before framing an enquiry
question, or that discussion might itself be rich enough to be the
main enquiry. There's something to be said for enquiries that have
to issue in a decision, as they can be very purposeful while still
requiring attention to deep issues.
Resources:
10a - Unfinished Business - Fairies at the Bottom of the Garden.pdf
10b - The Last Command of The King.pdf
#11 - Fast Philosophy
The traditional image of the philosopher is of someone patiently
pondering eternal truths; and one of the attractions of P4C is the
chance to chew over a question in a sustained discussion.
But there's a place for speed in philosophy as well - the cut and
thrust of a pacy argument, the urgency of a discussion that has more
ideas than time.
This issue is all about doing philosophy in short bursts, perhaps
at the start or end of a lesson, during form time, or when you or
they have had a drudgerous day and you want to inject some
energetic, intellectual argy-bargy into the proceedings.
Mini-Enquiry: Rich Poor Ugly Beautiful
The attached micro-story is an example of how to jump in at the
deep end with a provocative question. Includes suggestions for what
to look for when choosing starting points for your own mini-enquiries.
Dividing Line Cards
Some cards for a Thinkers' Game printed 9-up that you can share
with colleagues.
Speed Philosophy
Have a range of questions (pupil generated or ones you have
chosen). Each pupil has one vote. Divide the amount of time you
have by the number of pupils to fix a time value for each vote, and
discuss each question for the time allowed. For example, 30 pupils,
15 minutes available 30 seconds for each vote cast.
Start with the questions that got the most votes, so that the
process accelerates towards the end. With luck, some of the
conversations will carry on and they will certainly have been
exposed to several interesting questions.
Guerrilla Philosophy
Put post-it notes with thought-provoking questions around the
school.
Gorilla Philosophy
Have a plush gorilla or other soft toy near the entrance to your
classroom, holding a question that is replaced at intervals.
Resources:
11a - Dividing Line Cards.pdf
11b - Mini-Enquiry Rich Poor Ugly Beautiful.pdf
#12 - Happiness
This week's resources are all loosely connected to the concept of
happiness. You could also use the topical (at time of writing)
story of the government announcement about measuring happiness as
well as economic output.
What Do You Need to Be Happy?
This is another "Thinkers' Game", in this case an "In Or Out" where
they must decide what they would or would not have to have in order
to be happy. Aimed at younger children but worth looking at as a
structure for activities for other ages.
The Porculent Potholer & The Survival Lottery
Two of the tracks from my Thinkers'Stories DVD. These particular
ones are most suited to Year 7 up. Both are retellings of famous
thought experiments that explore the limits of maximising the
happiness of the many when it comes at the expense of the few.
Teaching notes are attached.
The Porculent Potholer is at:
http://www.youtube.com/watch?vyfAjvJldclc
The Survival Lottery is at:
http://www.youtube.com/watch?vRNpHyY7sloA
Me, Myself and Us
This is a thought experiment of my own, and rather a weird one.
Unusually for my stuff, this would perhaps be best suited to
enquiries with adults or older teenagers. Or it may be too
off-the-wall altogether. I've included it because it has got me
thinking.
Resources:
12a - What Do You Need to Be Happy.pdf
12b - Porculent Pot Holer and Survival Lottery.pdf
12c - Me
#13 - Philosophic Topic
I often get asked for ideas relating to particular topics, and when
a primary headteacher said he had the topic of "toys" coming up, I
thought I would try to do something more systematic.
Secondary schools too are increasingly turning to topic based work,
and the approach here may also suit English teachers who are going
to devote several weeks of lessons to the same text…
***PAGES MISSING FROM
THIS EXTRACT***
#102 – Riddles and Puzzles
Here are a variety of riddles and puzzles which can be used as an end-of-term
alternative to the cop-out of putting on a DVD, or at any time to build the
collaborative thinking and dialogue that the solving of puzzles encourages.
Resources:
102a - Brainstretchers.pdf
102b - Brainstretchers With Answers.pdf
102c - The Princess and the Golden Key.ppt
102d - Christmas Hat Puzzle.ppt
#103 – Two Stories
The Cowman and The Farmer - A story about the origins of property,
with suggestions for discussing the concept of ownership. Named
after the song from Oklahoma, but with a more serious tone!
Who Does Your Thinking For You? - A story about a girl attempting
to put into action her mothers rebuke that she should think for
herself. Includes another exercise to look at the many unexamined
influences on our thinking.
103a – The Cowman and The Farmer
103b – Who Does Your Thinking For You?
#104 – Tips on INSET, SEN
A contribution by Jill Geddes. She has P4Ced in Newham for six years, and
shares some of her tips for P4Cing with EAL and SEN students, as well as
stimuli of interest to all.
The other theme of this issue is INSET. From my own teaching career
and as a trainer visiting lots of schools, I've made some
observations about "Don'ts and Dos" when commissioning INSET. They
may be of interest to whoever organises CPD in your school.
104a - Practical Tips - Starters, EAL & SEN
104b - Don'ts and Dos of Commissioning INSET
#105 – Planting Cats
Which is easier to look after - a cat or a pot plant?
Most people would say a pot plant. Cats are expensive and demanding.
But while everyone knows someone who's let a pot plant wither
through neglect, very few of us have starved a cat.
Ethical issues aside, this is partly precisely because cats ARE
more expensive and demanding. We give them names. They insist on
being fed every single day. And the neighbours know that you have a
cat. If you stop feeding it they will gossip.
This analogy holds for anything you want to get done, but in
particular for schools taking on initiatives such as philosophy
for children.
Schools often think that by "taking it slowly", "infusion",
"starting small", or a few "thunks" in registration, they will
plant a seed of independent thinking that will continue to grow.
What usually happens is that, because it's half-hearted, other
priorities squeeze it out and it becomes another dimly remembered
thing that never quite took off.
If you want something to succeed, plant a cat, not a pot plant.
One that has a name, that expects regular feeding, and that the
neighbours expect you to look after.
The attached document has ideas on how to "plant a cat" where
philosophy is concerned.
Resources:
105a – Planting Cats
#106 – Readers' Ideas from Nursery to 6th Form
This week a special edition in collaboration with Gallions Primary
School, Newham. They have really taken P4C to heart and embedded it
throughout the school.
For readers at secondary schools, I've also included successful
stimuli used by readers Mary Burgess and Stephen Edgell. There's
stuff on Gallions' whole school approach, stimuli from reception to
Year 6 and reports from Julie-Ann Nicholls in Nursery and from Lisa
Naylor who is herself a SAPERE trainer.
Gallions runs a variety of courses for P4C including Level 1s and
2s, Early Years, and one day events where you can watch P4C "live".
Visit www.gallions.newham.sch.uk
for more on Gallions courses and their DVD, or email Lisa to pick
her brains about any aspect of P4C at class or whole school level on:
lnaylor@gallions.newham.sch.uk
My thanks to Lisa, Julie, Mary and Stephen for sharing their work.
Resources:
106a - Stimuli and Questions from Reception to Year 6
106b - Stimuli for Secondary Schools
106c - A Whole School Approach
106d - P4C in the Nursery at Gallions Primary
106e - One Teacher's Perspective
#107 How to help children choose P4Cable questions
You've just presented a picture book to a class. The story is rich
with problems and juicy, contestable concepts like fairness, trust
and greed. The characters in the book happen to be frogs, but
that doesn't matter to the issues in the book. You're waiting to
see what questions they come up with.
And the first question is...
"Where did the frogs go afterwards?"
***PAGES MISSING FROM
THIS EXTRACT***
#200 – Help Me Find My Voice
The e-book and PPT explaining these seven principles for drawing more
children into discussions are a mainstay of my training. Each principle is
discussed after games that are used to illustrate it.
Resources:
200a – Help Me Find My Voice e-book
200b – Help Me Find My Voice INSET.pptx
#201 – VAMPIRE Facilitation
This Powerpoint shows 7 ideas for injecting energy into discussions. I use it as
a summary session at the end of a full day’s training
Resources:
201a – VAMPIRE Facilitation Summary.pdf
201b - VAMPIRE for stickers.pdf
201c - VAMPIRE Facilitation Powerpoint.ppt
#202 – Thinkers Games’
This is the PPT I use after doing a mixture of Thinkers’ Games, to explain the
underlying principles. During the explanation, I do another Thinkers’ game
live, illustrating each of the stages e.g. “Point of View” with “Does success
make you happy?” as the question.
I’ve also included in this section some other Thinkers’ Games that I use in
training and workshops that are not included elsewhere in the bulletins. What
Do You Know Most Certainly is included in both PDF and Excel formats, so you
can conveniently make your own for other concepts. I usually use just the first
10 cards.
Resources:
202a – Thinkers Games INSET.ppts
202b – Would You Rather Be A Bee or A Chicken.pdf
202c - What Do You Know Most Certainly
201c - The Ethics Committee
202e – Which and Why - Big Letters
202d - Which and Why