Slides used on 5th March with Brighton Secondary and Beaumaris North Primary in Melbourne

1. Not everything counts
Not everything that counts can be
counted, and not everything that
can be counted counts
Sign hanging in
Einstein's office at Princeton

2. www.challenginglearning.com

3. Learning how to learn
Alfred Binet
1857 - 1911
‘What (students) should learn first is not the
subjects ordinarily taught, however important they
may be; they should be given lessons of will, of
attention, of discipline; before exercises in
grammar, they need to be exercised in mental
orthopaedics; in a word they must learn how to
learn.’

4. Alfred Binet, creator of the first IQ test
Alfred Binet
1857 - 1911
‘Some recent philosophers
have given their moral approval
to the deplorable verdict that
an individual’s intelligence is a
fixed quantity, one which
cannot be augmented. We
must protest and act against
this brutal pessimism … it has
no foundation whatsoever.’

6. Number of words heard by children
A child in a welfare-dependent family hears on average
616 words an hour
A child in a working-class home hears on average 1,251
words an hour
A child in a professional home hears on average 2,153
words an hour
Number of words spoken by the time children are 3
500
700
1100
Hart & Risley, 1995

7. By the time they start school
Some children
start school
knowing 6,000
words.
Others, just
500 words.
Rowntree Foundation
news.bbc.co.uk/1/hi/magazin
e/8013859.stm

8. A new curriculum?
“The best schools design learning for their pupils and
then cross check against the national expectations to
see they have done right by the pupils in terms of the
agreed entitlement for all the nation’s children.”
“It doesn’t really matter what comes from government;
how it is packaged, what it contains. In the end, the
curriculum is the one that children in schools meet day
in, day out.”
Mick Waters
ex-head of QCA and now president of the Curriculum Foundation

9. An Ethos for Learning
Not all of our questions
answered …
… but all of our answers
questioned

10. The Learning Challenge
ClarityConfusion
1. Concept
2. Conflict
2
1

11. ANALYSE
ANTICIPATE
APPLY
CAUSAL-
LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
EXPLORE
GENERALISE
GIVE
EXAMPLES
GIVE
REASONS
GROUP
HYPOTHESI
SE
IDENTIFY
INFER
INTERPRET
ORGANISE
PARAPHRA
SE
PREDICT
QUESTION
RANK
REPRESEN
T
RESPOND
SEQUENCE
SIMPLIFY
SHOW HOW
SOLVE
SORT
SUMMARISE
SUPPORT
TEST
VERIFY
VISUALISE
A selection of thinking skills

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

13. Facts and Concepts
Fact Paris is the
capital of France
Concept Capital cities
Knowledge
Understanding

14. Recent Demo Lesson Concepts
What is a toy? (5 year olds)
Was the mouse telling lies? (7 year olds)
What happens when you die? (11 year olds)
What’s the difference between tragedy and
romance? (14 year olds)
What is culture? (15 year olds)
Is zero the same as nothing? (17 year olds)

16. Example question stems
What is (difference different from?)
What if (everyone was extraordinary?)
Always/never (know?)
How do we know (what love is?)
Why do we (say young people don’t know what love is?)
What is the difference (between ordinary & extraordinary?)
Is it possible (to always be happy?)
When (is happiness a bad thing?)
Who (decides what the natural way is?)
Can we (ever know for sure?)

17. If A = B then
Does B = A?
Friend Trust
Trust Friend
For example …
Wobblers (If A = B)

18. More videos of challenge
Videos on:
jamesnottingham.co.uk
p4c.com
Youtube.com/jabulani4

19. Colliding concepts
Truth and Opinion
Biodegradable and Reusable
Hero and Villain
Happy and Content
Dreams and Daydreams
Decision and Order
Child and Youth
Lies and Make-believe
Toys and Books
Karma and Revenge
Worked examples
at www.p4c.com

20. Eureka moments come from challenge
ClarityConfusion
1. Concept
2. Conflict
3. Construct
2
1
3

21. Kriticos = able to make judgements
Critical Thinking
Comes from the Greek,
Kriticos
Meaning: able to make
judgements
Source:
www.etymonline.com

22. Engage pupils by engaging their minds
Stealing
is wrong
Robin Hood
was right

23. Developed during World War II, MBTI is a
personality indicator designed to identify
personal preferences
In a similar way to left or right-handedness,
the MBTI principle is that individuals also
find certain ways of thinking and acting
easier than others
Sensing
Introversion
Judging
Thinking
Intuition
Extroversion
Perceiving
Feeling
Evidence Gut feeling
Think to talk Talk to think
Definite Possible
Logic/Reason Empathy
Myers Briggs Type Indicator (MBTI)

24. 900+ meta-analyses
50,000+ studies and
240+ million students
What is the typical influence on achievement?

25. Rank Influence Studies Effects ES
1 Assessment capable students 209 305 1.44
5 Providing formative evaluation 30 78 .90
10 Feedback 1310 2086 .75
Top 75

26. Other ways to challenge
Ready
Fire
Aim
What’s the point?
Learning Intentions
Success Criteria
Initial instruction
First attempts by children
Formative assessment and
a focus on progress

27. Learning Intentions
o To find out what links the Vikings with North East England
Success Criteria
o Know when and where the Vikings came from
o Identify names and places associated with the Vikings
o Ask relevant questions
Ready: Learning Intentions & Success Criteria

28. Vikings
Rape &
pillage
Horned
helmets
Longships
Norse
language
AD 700 - 1100
Why did they
attack Lindisfarne?
Dragon
ships
Captured
Yorvik in 866
Dead warriors went
to Valhalla
Eric Bloodaxe
died in 954
Gods included
Odin, Thor,
Frigg & Loki
King Cnut
ruled England
from 1016
Did they believe in
God?
Gate
Bairns
Lad
Tarn
Thriding

30. Learning Detectives

32. Using “aim” to move students into the wobble zone

33. Learning Intentions
o Understand the process of hazard analysis and how it
applies to food
Success Criteria
o Use technical vocabulary
o Identify a wide range of types of hazard
o Communicate coherently
Year 6 – All about food

34. Praise that discourages getting in the pit includes …
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!
By far the best

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

36. 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.”
Mueller and Dweck, 1998

37. 4.5
5
5.5
6
6.5
Trial 1 Trial 3
Effort Praise
Control Praise
Intelligence Praise
Number of problems solved on a 3rd test

38. Boys get 8 times more criticism than girls

39. 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
“You’re the best ballerina
in the world!”

40. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding
performance; 5.What a scientist you are; 6.Unbelievable work;
7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You
should be proud; 11.You've got it; 12.You're special; 13. Very
talented; 14. You've outdone yourself; 15. What a great listener;
16. You came through; 17.You’re very artistic; 18.Keep up the
good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work;
22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very
responsible; 26.You're very talented; 27.Spectacular work;
28.Great discovery; 29.You're amazing; 30.What a great idea;
31.Well worked through; 32.Very thoughtful; 33.You figured it out;
34.Top of the class; 35. You make me smile

41. @JamesNottinghm
James Nottingham
Challenging Learning
slideshare.net/jabulani4
james@p4c.com
jamesnottingham.co.uk
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