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New boost, Bergen
 

New boost, Bergen

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Slides used with the "New Boost" group of teachers in Bergen on 7th Nov 2012

Slides used with the "New Boost" group of teachers in Bergen on 7th Nov 2012

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    New boost, Bergen New boost, Bergen Presentation Transcript

    • New Boost, Bergen November 2012ChallengingLearning.comjames@p4c.com@JamesNottinghmFacebook.com/ChallengingLearning
    • Eccles (2000)Application = Value x Expectation
    • 76%98%96%89%89%88%79%78%77%
    • Carol Dweck, Professor of Psychology and author of Mindset
    • Mainly nature Mainly nurture Innate talents & Incremental talents & intelligence intelligence Fixed Growth
    • This is a self-portrait by 3 year old Aelita Andre
    • Jamaica 1 – 2 – 3
    • Nature Nurture
    • Olympic coverage broadcast by the BBC on 9th August 2012
    • Fixed Mindset Growth MindsetIntelligence and ability are fixed Intelligence and ability can growNaturedetermines talents Nurture determines abilitiesI am naturally good at some things I have developed my talentsI’ll always struggle with some things Potential is there to be realisedMy priorities My prioritieso Prove myself o Improve myselfo Succeed easily o Take challengeso Avoid failure of any sort o Learn from my mistakesMy mottos My mottoso No pain, no pain o No pain, no gaino Only stupid people have to try o Learners always try hardo Effortlessly superior o There’s always room to improve
    • A few things we can do to develop growth mindsets1.Talk about building talents rather than spotting gifts2. Shift the paradigm of expectation3. Throw obstacles in the way4. Praise actions, not children5. Balance success with challenge6. Preview7. Train those brains
    • Curling parents (and teachers?)
    • Progress Chart100 7090 6080 5070 4060 3050 2040 1030 0 Aug Sept Oct Nov Dec Jan Feb
    • Marking sheet for history essays (Frank Egan)Introduction Conclusion 4+ sentences  3+ sentences Proposition stated  Summation Outline of narrative  Proof of proposition Context of topic  Specific reference to assess/evaluate as last sentenceBody of essay Literacy 3+ paragraphs  Spelling accuracy 6+ facts per paragraph  Grammar structures Inter-relationships “I can actually see how to Argument is relevant improve, it’s obvious.” Quote with source given
    •  Preview clubs Home-prep Pre-course reading Small group previewThis will give your child an advantage next weekPreviewing can double the rate of pupilprogress (Hattie, 2012)
    • 95 94 9488 87 8875 78 8262 68 7755 58 5840 42 45
    • Pre-test✔ ✔✔✔ ✔ ✗ 10 −✔✔ ✗ ✗ 4✔✔ ✔ ✗ = 6✔ ✗✔ ✗✔ ✔
    • Sharp pencil ✔Title ✔Date ✔Capital Letters ✔Full stops ✗Describe the character ✔Describe the place ✗First, next, then, finally ✔And, but, so, while, because ✗Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔
    • Progress needs a destinationA: “Which road do I take?”CC: "Where do you want togo?”A: "I dont know.”CC: "Then it doesnt matter.If you dont know where youare going, any road will getyou there.”From Alice in Wonderland by Lewis Carol
    • Example question startersWhat is …How do we know what is … Who decides what is …What if …Always or neverWhen would …What is the difference between …Is it possible to …Should we …
    • Example questions (from 14 year olds)1. How can I be sure who I really am?2. Why is indifference frowned upon?3. Would you be the same person if you had a different name?4. Are we really able to change the future or do we just like to think we can?5. What if no one could understand each other?6. What if everyone in the world had to speak the same language?7. Is everything possible in animation?8. Are we responsible for our own beliefs or do they come from our parents and from society?9. Who says whether change is positive or negative?10. Why do we say there is a heaven and hell?
    • Socratic questionsClarify Are you saying that …? Can you give us an example of …?Reasons Why do you say that …? What reasons support your idea?Assumptions Are you assuming that …? What would happen if …? How could we look at this in a different way?Viewpoints What alternatives are there to this? Wouldn’t that mean that …?Effects What are the consequences of that?
    • A selection of thinking skillsANALYSE DESCRIBE GROUP RESPONDANTICIPATE DETERMINE HYPOTHESI SEQUENCEAPPLY DISCUSS SE SIMPLIFYCAUSAL- ELABORATE IDENTIFY SHOW HOWLINK ESTIMATE INFER SOLVECHOOSE EVALUATE INTERPRET SORTCLASSIFY EXEMPLIFY ORGANISE SUMMARISECOMPARE EXPLORE PARAPHRA SUPPORTCONNECT SE GENERALISE TESTCONTRAST PREDICT GIVE VERIFYDECIDE EXAMPLES QUESTION VISUALISEDEFINE GIVE RANK REASONS REPRESEN T
    • How do we improve achievement for all?Achievement is more likely to be increased whenstudents … Accept rather than discount feedback Benchmark to difficult rather than to easy goals Compare themselves to subject criteria rather than to other students Possess high rather than low efficacy to learning Effect self-regulation and personal control John Hattie, 2009
    • Links ChallengingLearning.com james@p4c.com @JamesNottinghm Facebook.com/ChallengingLearning