1) The document discusses three suggestions for making an impact at an HLTA conference: focusing on learning rather than grades, praising students for growth rather than intelligence, and previewing lessons as well as reviewing them. 2) It notes that students show greater motivation and strategic thinking when teachers focus on the learning process instead of grades. Grades should focus on thinking, understanding, and reflection rather than just knowledge. 3) Praising students' intelligence can make them afraid of challenges, but praising effort and growth encourages persistence when tasks are difficult. The right type of praise emphasizes hard work rather than being "clever" or "gifted."

1. HLTA Conference: Making an Impact James Nottingham www.p4c.com www.jamesnottingham.co.uk

2. 3 suggestions for making an impact Focus on learning rather than grades Praise for growth Preview as well as review

3. 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

4. Spellings tests: the work of the devil

5. Can we reward progress instead?

6. 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

7. (P) Review Review Preview

8. Praise can put children off challenge Our praise often teaches pupils that easy success means they are intelligent and, by implication, that errors and effort mean they are not. Prof Carol Dweck, Mindset

9. The wrong type of praise Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best

10. 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.

11. 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.”

12. Number of problems solved on a 3rd test

13. Boys get 8 times more criticism than girls

14. Number of children who lied about their score

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