This document discusses the importance of praising students for effort rather than intelligence in order to promote a growth mindset. It summarizes research showing that praising intelligence leads students to prefer easy tasks and avoid challenges, while praising effort and strategies leads to greater motivation, independence, and risk-taking. The document also discusses how focusing on learning over grades improves behavior and thinking. It provides examples of how different types of praise affect test performance and willingness to take on challenges.

1. Challenging LearningJames Nottingham www.p4c.comwww.jamesnottingham.co.uk

2. Praise can make pupils scared of challengeOur 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

3. Focusing on learning“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 2010From an analysis of 100 international studies on how children learn

4. Carol Dweckwww.carol-dweck.co.uk

5. The effects of different types of praise Mueller and Dweck, 1998In six studies, 7th grade students were given a series of nonverbal IQ tests.

6. 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 really hard.”Control-group praise“Wow, that’s a really good score.”

7. Number of problems solved on a 3rd test

8. Boys get 8 times more criticism than girls

9. The effects of praiseSwimming“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”Ballet“What a beautiful ballerina!”

10. Number of students who lied about their score

11. John Hattie’s Visible Learning (2009)

12. Feedback is a major influence on learningInfluenceEffect SizeDomain(1) Self-report grades 1.44 Student

13. (2) Piagetian programs 1.28 Student

14. (3) Formative evaluation 0.90 Teaching

15. (4) Micro teaching 0.88 Teacher

16. (5) Acceleration 0.88 School

17. (6) Classroom behavioural 0.80 School

18. (7) Interventions for SEN 0.77 Teaching

19. (8) Teacher clarity 0.75 Teacher

20. (9) Reciprocal teaching 0.74 Teaching

21. (10) Feedback 0.73 Teaching

22. (11) Staff-student relationships 0.72 Staff

23. (12) Spaced vs. mass practice 0.71 TeachingRewards, rewards, rewards10/10

24. Fixed vs Growth MindsetsIntelligence can be grownPriority: Become smarterFeel Smart by engaging fully, exerting effort, stretching skillsYou avoid: Easy, previously mastered tasks, or low level challengeIntelligence is fixedPriority: Look smartFeel smart by achieving low effort success and outperforming othersYou avoid: higher-performing peers, difficulty and setbacks

25. Comparing test scores140130120110100901401321251051009014013612810010594

26. Evelyn Glennie – Growth Mindset ?

27. Sting – Fixed Mindset ?

29. Alfred Binet, creator of the IQ testAlfred Binet1857 - 1911

30. How would you change the following praise?Clever girl!Gifted musicianBrilliant mathematicianBright boyTop of the class!By far the best

31. What do (spellings) tests encourage?

32. An alternative way to administer testsThinkingWonderingDecisionUnderstandingReflectionKnowledgeArgumentOpinionConclusionJustificationPre-test; Marks Out of 107, 8, 9 or 10New Set of Spellings4, 5, or 6Correct Set0, 1, 2 or 3Additional coaching169

33. What is …. ?

34. The Learning ChallengeConceptConflictClarity12ConfusionThe Pit188

35. A selection of thinking skillsGROUPHYPOTHESISEIDENTIFYINFERINTERPRETORGANISEPARAPHRASEPREDICTQUESTIONRANKREPRESENTRESPONDSEQUENCESIMPLIFYSHOW HOWSOLVESORTSUMMARISESUPPORTTESTVERIFYVISUALISEANALYSEANTICIPATEAPPLYCAUSAL-LINKCHOOSECLASSIFYCOMPARE CONNECTCONTRASTDECIDEDEFINEDESCRIBE DETERMINEDISCUSSELABORATEESTIMATEEVALUATEEXEMPLIFYEXPLOREGENERALISEGIVE EXAMPLESGIVE REASONS137

36. Pick a concept, any conceptForeign Fairness Evidence Tourism Home Truth Language History Names Number Friends Thinking Belonging Knowledge222

37. Recent Demo Lesson Concepts Is it possible to have no weather? (Yr 7) Are habits the same as addictions? (Yr 8) What’s the difference between tragedy and romance? (Yr 9) What is culture? (Yr 10) Is zero the same as nothing? (Yr 11)

40. Cognitive Conflict is Key to EngagementBut then why was Robin Hood a hero?I know it’s wrong to steal

41. Kriticos = able to make judgmentsCritical ThinkingComes from the Greek, KriticosMeaning: able to make judgmentsSource: www.etymonline.com

42. An Ethos for LearningNot all of our questions answered …… but all of our answers questioned?21

43. Challenge with young children

44. Challenge with Year 5 pupilsFilmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips

45. P4C and thinking skills“No programme I am aware of is more likely to teach durable and transferable thinking skills than Philosophy for Children”Robert SternbergPresident of the American Psychological Association21

46. Eureka moments come from challengeEureka!ConceptConflictConstructClarity1Confusion32The Pit188

47. Rosenthal & Jacobson

48. The Pygmalion EffectOur actions(towards others)impactinfluenceOthers beliefs(about us)Our beliefs(about ourselves)causereinforceOthers actions(towards us)

49. Contact Detailswww.jamesnottingham.co.ukjames@p4c.comwww.challenginglearning.com