www.challenginglearning.com
900+ meta-analyses
50,000+ studies and
240+ million students
What is the typical influence on achievement?
Rank Influence Studies Effects ES
18 Self verbalisation & questioning 113 1150 .64
- Pre-lesson questioning .94
- Teacher ...
Example question stems
What is (difference different from?)
What if (everyone was extraordinary?)
Always/never (know?)
How...
Independent Learning
jamesnottingham.co.uk
Learning how to learn
Alfred Binet
1857 - 1911
‘What (students) should learn first is not the
subjects ordinarily taught, ...
Alfred Binet, creator of the first IQ test
Alfred Binet
1857 - 1911
‘Some recent philosophers
have given their moral appro...
A new government, a new curriculum?
“The best schools design learning for their pupils and
then cross check against the na...
Not everything counts
Not everything that counts can be
counted, and not everything that
can be counted counts
Sign hangin...
Other ways to challenge
Ready
Fire
Aim
What’s the point?
Learning Intentions
Success Criteria
Initial instruction
First at...
Learning Intentions
o To find out what links the Vikings with North East England
Success Criteria
o Know when and where th...
Vikings
Rape &
pillage
Horned
helmets
Longships
Norse
language
AD 700 - 1100
Why did they
attack Lindisfarne?
Dragon
ships...
Learning Intentions
o Understand the process of hazard analysis and how it
applies to food
Success Criteria
o Use technica...
Using “aim” to move students into the wobble zone
A problem with gifts, groupings & G&T
“One of the most damaging
aspects of the ‘gift’ mentality is
that it makes us think ...
Praise that discourages pupils from wobbling
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the cl...
Mueller and
Dweck, 1998
In six studies, 7th
grade students
were given a
series of
nonverbal IQ
tests.
The effects of diffe...
Intelligence praise
“Wow, that’s a really good score. You must be smart at this.”
Process praise
“Wow, that’s a really goo...
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
Boys get 8 times more criticism than girls
The effects of praise
Swimming
“You do your best
swimming when you
concentrate and try your
best to do what Chris is
askin...
1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding
performance; 5.What a scientist you are; 6.Unbelievable wo...
@JamesNottinghm
James Nottingham
Challenging Learning
slideshare.net/jabulani4
james@p4c.com
jamesnottingham.co.uk
Follow ...
Minsthorpe Partnership
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Slides used at Minsthorpe on 27th Feb 2012 (sorry for the delay in uploading!)

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Minsthorpe Partnership

  1. 1. www.challenginglearning.com
  2. 2. 900+ meta-analyses 50,000+ studies and 240+ million students What is the typical influence on achievement?
  3. 3. Rank Influence Studies Effects ES 18 Self verbalisation & questioning 113 1150 .64 - Pre-lesson questioning .94 - Teacher modelling .69 P-Review Rank Influence Studies Effects ES 18 Self verbalisation & questioning 113 1150 .64
  4. 4. 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?)
  5. 5. Independent Learning jamesnottingham.co.uk
  6. 6. 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.’
  7. 7. 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.’
  8. 8. A new government, 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. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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 7 – All about food
  14. 14. Using “aim” to move students into the wobble zone
  15. 15. A problem with gifts, groupings & G&T “One of the most damaging aspects of the ‘gift’ mentality is that it makes us think we can know in advance who has the gift. This, I believe is what makes us try to identify groups who have it and groups who don’t – as in, ‘boys have it and girls don’t, or those who show early promise have it and others don’t.” Prof Carol Dweck, Mindset
  16. 16. Praise that discourages pupils from wobbling Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. Boys get 8 times more criticism than girls
  21. 21. 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!”
  22. 22. 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
  23. 23. @JamesNottinghm James Nottingham Challenging Learning slideshare.net/jabulani4 james@p4c.com jamesnottingham.co.uk Follow up

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