James Nottingham's Slides

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Slides used in Sollentuna, Sweden on the 19th August 2013

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James Nottingham's Slides

  1. 1. challenginglearning.com @JamesNottinghm james@jnpartnership.com facebook.com/challenginglearning
  2. 2. Children learn (sometimes better) without us
  3. 3. Top 3 Feedback Questions 1. Where am I going? 2. How much progress have I made so far? 3. What are my next steps?
  4. 4. Maths criteria sheet www.brightonsc.vic.edu.au
  5. 5. Writing Checklist www.hipsburn.northumberland.eschools.co.uk For example The mud is squelchy and sticks to my wellies like syrup The ogre in my story is really quite shy but he pretends to be brave and a bit bossy Learning goal To use descriptive words when writing about places and characters
  6. 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) ✔ 1. Draft 2. Assess 3. Edit 4. Mark 5. Complete www.hipsburn. northumberland. eschools.co.uk
  7. 7. Introduction  4+ sentences  Proposition stated  Outline of narrative  Context of topic Body of essay  3+ paragraphs  6+ facts per paragraph  Inter-relationships  Argument is relevant  Quote with source given Conclusion  3+ sentences  Summation  Proof of proposition  Specific reference to assess/evaluate History Marksheet by Frank Egan www.aranmore.wa.edu.au “I can actually see how to improve, it’s obvious.”
  8. 8. Collect Samples 1. Best 2. Good 3. Average
  9. 9. Previewing can double the rate of pupil progress (Hattie, 2012)  Preview clubs  Home-prep  Pre-course reading  Small group preview Preview
  10. 10. Homework – average effect size = 0.29 Hattie, 2009 ES = 0.01 ES = 0.54 Preview 0.90
  11. 11. a. Gains in national tests b. Pupils supporting views with reasons c. Teachers using open- ended questions (in other subjects) d. Number of questions asked by pupils e. Percentage of pupils engaged throughout f. Incidences of supporting what others have said g. Incidences of challenging what others have said h. Quality of the dialogue Progress in P4C
  12. 12. From Challenging Learning, 2010
  13. 13. Group Feedback Pre-Post Gain Attitudes A Comments only B Marks only C Marks and comments 30% gain No gain No gain Positive Top 25% + Bottom 25% - Top 25% + Bottom 25% - The impact of grades & comments Ruth Butler (1997)
  14. 14. Assessing does not mean threatening (Clermont Université) Performance Mastery Low Value British Journal of Educational Psychology, March 2013 Negative effect on girls Negative effect on boys High grades for both
  15. 15. Do NOT look inside the box Derren Brown: Trick or Treat
  16. 16. Learning Detectives
  17. 17. Listening Asking questions Concentrating Giving reasons Paraphrasing Connecting Connectives Adverbs Metaphors Learning Detectives www.amble.firstschool.org.uk
  18. 18. Individual Targets www.amble.firstschool.org.uk
  19. 19. He’s making good progress She is a delight to have in class and always tries her best If he tried harder, he could really excel A for effort Always polite and willing to try He has the confidence to say no
  20. 20. Achievement AND impact Impact (progress) Achievement 1. High A Low P 2. High A High P 3. Low A Low P 4. Low A High P 0.4
  21. 21. NAPLAN Scores, Year 9 Secondary College, Melbourne
  22. 22. Reading Scores Primary School, Victoria
  23. 23. ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✗ ✗ ✗ ✔ ✗ ✗ ✗ ✔ Pre-Test 410 - = 6
  24. 24. Grade Effort
  25. 25. Breakthrough www.stonefields.school.n z
  26. 26. Breakthrough Stretch Practice
  27. 27. The Language of Learning
  28. 28. challenginglearning.com @JamesNottinghm james@jnpartnership.com facebook.com/challenginglearning

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