Graduate Forum 10th May 2011

Graduate Workshop, 10th May 2011
James Nottingham www.p4c.com
www.jamesnottingham.co.uk

3 suggestions for making an impact
Focus on learning rather than grades
Develop attitudes and skills, as well as knowledge
Preview as well as review

Focus on learning, not grades
“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”
“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”
Chris Watkins, Institute of Education, Aug 2010
From an analysis of 100 international studies on how children learn

Well-meaning but potentially damaging praise
Clever girl!
Gifted musician
Brilliant mathematician
Bright boy
Top of the class!
By far the best

The effects of different types of praise
Mueller and Dweck, 1998
In six studies, 7th grade students were given a series of nonverbal IQ tests.

Mueller and Dweck, 1998
Intelligence praise
“Wow, that’s a really good score. You must be smart at this.”
Process praise
“Wow, that’s a really good score. You must have tried really hard.”
Control-group praise
“Wow, that’s a really good score.”

Number of problems solved on a 3rd test

Boys get 8 times more criticism than girls

Rewards, rewards, rewards
10/10

The effects of praise
Swimming
“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”
Ballet
“What a brilliant ballerina you are!”
A new Dawn (Fraser) ?

Comparing test scores
92
85
73
64
43
32
90
86
78
70
41
35
90
85
84
78
40
34

Tests, tests, tests …
Tests

Tests can reinforce ability “labels”

Grades that focus on learning
Thinking
Wondering
Decision
Understanding
Reflection
Knowledge
Argument
Opinion
Conclusion
Justification
Pre-test; Marks Out of 10
7, 8, 9 or 10
New Set of Spellings
4, 5, or 6
Correct Set
0, 1, 2 or 3
Additional coaching
169

Number of students who lied about their score

John Hattie’s Visible Learning (2009)

Feedback is a major influence on learning
InfluenceEffect SizeDomain
(1) Self-report grades 1.44 Student
(2) Piagetian programs 1.28 Student
(3) Formative evaluation 0.90 Teaching
(4) Micro teaching 0.88 Teacher
(5) Acceleration 0.88 School
(6) Classroom behavioural 0.80 School
(7) Interventions for SEN 0.77 Teaching
(8) Teacher clarity 0.75 Teacher
(9) Reciprocal teaching 0.74 Teaching
(10) Feedback 0.73 Teaching
(11) Staff-student relationships 0.72 Staff
(12) Spaced vs. mass practice 0.71 Teaching

Feedback
Feedback is one of the most powerful influences on learning IF it:
Relates to clear and specific goals
Stimulates a thoughtful, proactive response on the part of the learner
Allows for learning from mistakes
8

The impact of different types of assessment
30% gain
Positive
Top 25% +
Bottom 25% -
No gain
Top 25% +
Bottom 25% -
No gain
185
Butler (1997)

Feedback is …
Ready
Fire
Aim

Practise the right thing!

The ASK model – Attitudes, Skills & Knowledge
S
Skills
Intellectual
Social
Communicative
Physical
Attitudes
Curiosity
Desire to succeed
Open-mindedness
Resilience
Self-Regulation
K
A
Knowledge
Facts
Figures
Concepts
Ideas

Do not kill the cat!

Rules, rules, rules

(P) Review
Review
Preview

Contact Details
www.jamesnottingham.co.uk
james@p4c.com
www.challenginglearning.com

Graduate Forum 10th May 2011

by James Nottingham on May 25, 2011

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Graduate Forum 10th May 2011 — Presentation Transcript