Graduate Workshop, 10th May 2011<br />James Nottingham    www.p4c.com<br />www.jamesnottingham.co.uk<br />
3 suggestions for making an impact<br />Focus on learning rather than grades<br />Develop attitudes and skills, as well as...
Focus on learning, not grades<br />“Pupils show greater motivation, are better behaved and are more likely to be independe...
Well-meaning but potentially damaging praise<br />Clever girl!<br />Gifted musician<br />Brilliant mathematician<br />Brig...
The effects of different types of praise <br />Mueller and Dweck, 1998<br />In six studies, 7th grade students were given ...
Mueller and Dweck, 1998<br />Intelligence praise<br />“Wow, that’s a really good score. You must be smart at this.” <br />...
Number of problems solved on a 3rd test<br />
Boys get 8 times more criticism than girls <br />
Rewards, rewards, rewards<br />10/10<br />
The effects of praise<br />Swimming<br />“You do your best swimming when you concentrate and try your best to do what Chri...
Comparing test scores<br />92<br />85<br />73<br />64<br />43<br />32<br />90<br />86<br />78<br />70<br />41<br />35<br /...
Tests, tests, tests …<br />Tests<br />
Tests can reinforce ability “labels”<br />
Grades that focus on learning<br />Thinking<br />Wondering<br />Decision<br />Understanding<br />Reflection<br />Knowledge...
Number of students who lied about their score<br />
John Hattie’s Visible Learning (2009)<br />
Feedback is a major influence on learning<br />InfluenceEffect SizeDomain<br /><ul><li>(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
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Graduate Forum 10th May 2011

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Graduate Forum 10th May 2011

  1. 1. Graduate Workshop, 10th May 2011<br />James Nottingham www.p4c.com<br />www.jamesnottingham.co.uk<br />
  2. 2. 3 suggestions for making an impact<br />Focus on learning rather than grades<br />Develop attitudes and skills, as well as knowledge<br />Preview as well as review<br />
  3. 3. Focus on learning, not grades<br />“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”<br />“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”<br />Chris Watkins, Institute of Education, Aug 2010<br />From an analysis of 100 international studies on how children learn<br />
  4. 4. Well-meaning but potentially damaging praise<br />Clever girl!<br />Gifted musician<br />Brilliant mathematician<br />Bright boy<br />Top of the class!<br />By far the best<br />
  5. 5. The effects of different types of praise <br />Mueller and Dweck, 1998<br />In six studies, 7th grade students were given a series of nonverbal IQ tests.<br />
  6. 6. Mueller and Dweck, 1998<br />Intelligence praise<br />“Wow, that’s a really good score. You must be smart at this.” <br />Process praise<br />“Wow, that’s a really good score. You must have tried really hard.”<br />Control-group praise<br />“Wow, that’s a really good score.”<br />
  7. 7. Number of problems solved on a 3rd test<br />
  8. 8. Boys get 8 times more criticism than girls <br />
  9. 9. Rewards, rewards, rewards<br />10/10<br />
  10. 10. The effects of praise<br />Swimming<br />“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”<br />Ballet<br />“What a brilliant ballerina you are!”<br />A new Dawn (Fraser) ?<br />
  11. 11. Comparing test scores<br />92<br />85<br />73<br />64<br />43<br />32<br />90<br />86<br />78<br />70<br />41<br />35<br />90<br />85<br />84<br />78<br />40<br />34<br />
  12. 12. Tests, tests, tests …<br />Tests<br />
  13. 13. Tests can reinforce ability “labels”<br />
  14. 14. Grades that focus on learning<br />Thinking<br />Wondering<br />Decision<br />Understanding<br />Reflection<br />Knowledge<br />Argument<br />Opinion<br />Conclusion<br />Justification<br />Pre-test; Marks Out of 10<br />7, 8, 9 or 10<br />New Set of Spellings<br />4, 5, or 6<br />Correct Set<br />0, 1, 2 or 3<br />Additional coaching<br />169<br />
  15. 15. Number of students who lied about their score<br />
  16. 16. John Hattie’s Visible Learning (2009)<br />
  17. 17. Feedback is a major influence on learning<br />InfluenceEffect SizeDomain<br /><ul><li>(1) Self-report grades 1.44 Student
  18. 18. (2) Piagetian programs 1.28 Student
  19. 19. (3) Formative evaluation 0.90 Teaching
  20. 20. (4) Micro teaching 0.88 Teacher
  21. 21. (5) Acceleration 0.88 School
  22. 22. (6) Classroom behavioural 0.80 School
  23. 23. (7) Interventions for SEN 0.77 Teaching
  24. 24. (8) Teacher clarity 0.75 Teacher
  25. 25. (9) Reciprocal teaching 0.74 Teaching
  26. 26. (10) Feedback 0.73 Teaching
  27. 27. (11) Staff-student relationships 0.72 Staff
  28. 28. (12) Spaced vs. mass practice 0.71 Teaching</li></li></ul><li>Feedback<br /> Feedback is one of the most powerful influences on learning IF it:<br /><ul><li> Relates to clear and specific goals
  29. 29. Stimulates a thoughtful, proactive response on the part of the learner
  30. 30. Allows for learning from mistakes</li></ul>8<br />
  31. 31. The impact of different types of assessment<br />30% gain<br />Positive<br />Top 25% +<br />Bottom 25% -<br />No gain<br />Top 25% +<br />Bottom 25% -<br />No gain<br />185<br />Butler (1997)<br />
  32. 32. Feedback is …<br />Ready<br />Fire<br />Aim<br />
  33. 33. Practise the right thing!<br />
  34. 34. The ASK model – Attitudes, Skills & Knowledge<br />S<br />Skills<br /><ul><li> Intellectual
  35. 35. Social
  36. 36. Communicative
  37. 37. Physical</li></ul>Attitudes<br /><ul><li> Curiosity
  38. 38. Desire to succeed
  39. 39. Open-mindedness
  40. 40. Resilience
  41. 41. Self-Regulation</li></ul>K<br />A<br />Knowledge<br /><ul><li> Facts
  42. 42. Figures
  43. 43. Concepts
  44. 44. Ideas</li></li></ul><li>Do not kill the cat!<br />
  45. 45. Rules, rules, rules<br />
  46. 46. (P) Review<br />Review<br />Preview<br />
  47. 47. Contact Details<br />www.jamesnottingham.co.uk<br />james@p4c.com<br />www.challenginglearning.com<br />

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