Challenging Learning, LNNZ, May 2012 James Nottingham   www.challenginglearning.com
Scandinavians talk about ‘curling parents’
Learning how to learn   „What (students) should learn first is not thesubjects ordinarily taught, however important they m...
Alfred Binet, creator of the first IQ test                        „Some recent philosophers                        have gi...
Self-fulfilling prophecies
Dweck& Hattie: We should focus on progress, not rank order    92         90        90    85         86        85    73    ...
900+ Meta-analyses (covering 50,000+ studies)       2009                      2011
Every student should bemaking progress of 0.4effect size every yearHow do you know whatprogress your studentsare making?
Where are we going and how will we know we‟re there?Learning Intentionso To find out what links the Vikings with North Eas...
Why did they         Gate      AD 700 - 1100         attack Lindisfarne?    Bairns                                        ...
Marzano – groups of 3 work best                             Informal                             Formal                   ...
Why did they         Gate                    AD 700 - 1100          attack Lindisfarne?    Bairns    Captured             ...
Sharp pencil                         ✔Title                                ✔Date                                 ✔Capital ...
Marking sheet for history essays (Frank Egan)Introduction                Conclusion 4+ sentences               3+ senten...
“The art of effective                                teaching is to provide                                the right form ...
Praise that dilutes the positive effect of feedback                                   Clever girl!                        ...
The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonver...
Mueller and Dweck, 1998Intelligence praise“Wow, that‟s a really good score. You must be smart at this.”Process praise“Wow,...
Number of problems solved on a 3rd test6.5 6                                      Effort Praise5.5                        ...
Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging ...
Boys get 8 times more criticism than girls
The effects of praise                        Swimming                        “You do your best                        swim...
1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable wo...
We all have beliefs about intelligence & talents                          People who believe                          inte...
Fixed Mindset                           Growth Mindset Intelligence and ability are fixed     Intelligence and ability c...
Learning Detectives
Socratic questionsClarify       Are you saying that …?              Can you give us an example of …?Reasons       Why do y...
What are the best ways tochallenge all our learners?
challenginglearning.comp4c.coopjames@p4c.com    @JamesNottinghm
LNNZ Dunedin
LNNZ Dunedin
LNNZ Dunedin
LNNZ Dunedin
LNNZ Dunedin
LNNZ Dunedin
LNNZ Dunedin
LNNZ Dunedin
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LNNZ Dunedin

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  • The evidence was collected from existing meta-analyses – the actual research that is the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
  • The evidence was collected from existing meta-analyses – the actual research that is the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
  • LNNZ Dunedin

    1. 1. Challenging Learning, LNNZ, May 2012 James Nottingham www.challenginglearning.com
    2. 2. Scandinavians talk about ‘curling parents’
    3. 3. Learning how to learn „What (students) should learn first is not thesubjects 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.‟ Alfred Binet 1857 - 1911
    4. 4. Alfred Binet, creator of the first IQ test „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.‟ Alfred Binet 1857 - 1911
    5. 5. Self-fulfilling prophecies
    6. 6. Dweck& Hattie: We should focus on progress, not rank order 92 90 90 85 86 85 73 78 84 64 70 78 43 41 40 32 35 34
    7. 7. 900+ Meta-analyses (covering 50,000+ studies) 2009 2011
    8. 8. Every student should bemaking progress of 0.4effect size every yearHow do you know whatprogress your studentsare making?
    9. 9. Where are we going and how will we know we‟re there?Learning Intentionso To find out what links the Vikings with North East EnglandSuccess Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions about the Vikings
    10. 10. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Lad Tarn Vikings Thriding Norse Rape &language pillage Did they believe in Longships God? Dragon Horned ships helmets
    11. 11. Marzano – groups of 3 work best Informal Formal Long-term
    12. 12. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Captured Lad Yorvik in 866 Tarn Vikings Thriding Norse Rape & language pillage King Cnut Did they believe inruled England Longships God? from 1016 Dragon Horned helmets Gods included ships Odin, Thor, Eric Bloodaxe Frigg & Loki Dead warriors went died in 954 to Valhalla
    13. 13. 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) ✔
    14. 14. 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
    15. 15. “The art of effective teaching is to provide the right form of feedback at, or just above, the level at which the student is working – with one exception …” “… do not mix praise into the feedback prompt, because this dilutes the effect!”Visible Learning for Teachers (Hattie, 2011), pp 121
    16. 16. Praise that dilutes the positive effect of feedback Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
    17. 17. The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonverbal IQtests.
    18. 18. Mueller and Dweck, 1998Intelligence 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 reallyhard.”Control-group praise“Wow, that‟s a really good score.”
    19. 19. Number of problems solved on a 3rd test6.5 6 Effort Praise5.5 Control Praise 5 Intelligence Praise4.5 Trial 1 Trial 3
    20. 20. Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging inEinsteins office at Princeton
    21. 21. Boys get 8 times more criticism than girls
    22. 22. 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!”
    23. 23. 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.Youre getting better; 9.Clever boy 10.You should be proud; 11.Youve got it; 12.Youre special; 13. Verytalented; 14. Youve outdone yourself; 15. What a great listener; 16. You came through; 17.You‟re very artistic; 18.Keep up thegood work; 19.Its everything I hoped for; 20.Perfect; 21.A+ Work;22.Youre a shining star; 23.Inspired; 24.Youre #1; 25.Youre very responsible; 26.Youre very talented; 27.Spectacular work; 28.Great discovery; 29.Youre 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
    24. 24. We all have beliefs about intelligence & talents People who believe intelligence comes mainly from nature have a „fixed‟ mindset People who believe intelligence comes mainly from nurture have a „growth‟ mindset Professor Carol Dweck, Stanford
    25. 25. Fixed Mindset Growth Mindset Intelligence and ability are fixed  Intelligence and ability can be Nature determines intelligence grown & improved  Nurture plays a big rolePriority Prove myself Priority Succeed with little effort, as this Improve myselfproves I am clever  To learn as much as possibleResponse to Difficulties Response to Difficulties Feel inferior or incapable  Feel inspiredto try new Try guessing the answers or strategiescopying others  Seek advice& coachingMotto Motto If you have to try, you must be  No pain, no gainstupid
    26. 26. Learning Detectives
    27. 27. 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?
    28. 28. What are the best ways tochallenge all our learners?
    29. 29. challenginglearning.comp4c.coopjames@p4c.com @JamesNottinghm

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