This document discusses the impact of mindsets and praise on learning. It summarizes research showing that praise for effort rather than intelligence leads to greater motivation and resilience in the face of challenges. The document also reviews a study that found feedback has one of the largest impacts on student achievement of any educational influence. Overall, the document advocates focusing on learning over grades to develop strategic, independent thinkers.

1. Enriching Learning & Success
“Progress is
impossible without
change, and those
who cannot change
their minds cannot
change anything.”
George Bernard Shaw (1856 – 1950)
www.jamesnottingham.co.uk

2. The impact of “fixed” & “growth” mindsets
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

3. Our “mindset” affects our response to theories
I wish teachers had
never heard my
theory – they’re all
obsessed with
categorizing kids!
Prof Howard Gardner, Multiple Intelligences

4. 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.”
Chris Watkins, Institute of Education, Aug 2010
From an analysis of 100 international studies on how children learn

5. 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

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

7. Almost Everything Works
95% of all things we do have a positive
achievement on education
When teachers claim they are having a
positive effect on achievement or when a
policy improves achievement, this is almost
a trivial claim: virtually everything works
Teachers average an effect of between 0.20
and 0.40 per year on student achievement
Schools should be seeking greater than
0.40 for their achievement gains to be
considered above average ... and greater
than 0.60 to be considered outstanding

8. Effects on Achievement (Hattie, 2009)

9. Effects on Achievement (Hattie, 2009)

10. What Makes the Most Difference?
Feedback Ability grouping
Computers Staff-student relationships
Student choice Challenging tasks
Class size Self-belief of students
Staff Subject knowledge High expectations
Parental involvement Creative curriculum

11. What Makes the Most Difference?
Feedback Ability grouping
Computers Staff-student relationships
Student choice Challenging tasks
Class size Self-belief of students
Subject knowledge High expectations
Parental involvement Creative curriculum

12. What Makes the Most Difference?
Feedback Ability grouping
Computers Staff-student relationships
Student choice
12 Challenging tasks
Class size Self-belief of students
Subject knowledge High expectations
Parental involvement Creative curriculum

13. What Makes the Most Difference?
Feedback Ability grouping
Computers Staff-student relationships
Student choice
12 Challenging tasks
Class size Self-belief of students
Subject knowledge
11 High expectations
Parental involvement Creative curriculum

14. What Makes the Most Difference?
Feedback Ability grouping 10
Computers Staff-student relationships
Student choice
12 Challenging tasks
Class size Self-belief of students
Subject knowledge
11 High expectations
Parental involvement Creative curriculum

15. What Makes the Most Difference?
Feedback Ability grouping 10
Computers Staff-student relationships
Student choice
12 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement Creative curriculum

16. What Makes the Most Difference?
Feedback Ability grouping 10
Computers
8 Staff-student relationships
Student choice
12 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement Creative curriculum

17. What Makes the Most Difference?
Feedback Ability grouping 10
Computers
8 Staff-student relationships
Student choice
12 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement
7
Creative curriculum

18. What Makes the Most Difference?
Feedback Ability grouping 10
Computers
8 Staff-student relationships
Student choice
12 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement
7
Creative curriculum
6

19. What Makes the Most Difference?
Feedback Ability grouping 10
Computers
8 5
Staff-student relationships
Student choice
12 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement
7
Creative curriculum
6

20. What Makes the Most Difference?
Feedback 4 Ability grouping 10
Computers
8 5
Staff-student relationships
Student choice
12 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement
7
Creative curriculum
6

21. What Makes the Most Difference?
Feedback 4 Ability grouping 10
Computers
8 5
Staff-student relationships
Student choice
12 3 Challenging tasks
Class size 9 Self-belief of students
11
Subject knowledge High expectations
Parental involvement
7
Creative curriculum
6

22. What Makes the Most Difference?
Feedback 4 Ability grouping 10
Computers
8 5
Staff-student relationships
Student choice
12 3 Challenging tasks
Class size 9 Self-belief of students
1=
11
Subject knowledge High expectations
Parental involvement
7
Creative curriculum
6

23. Carol Dweck
www.carol-dweck.co.uk

24. 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.
First set of problems were
challenging but well within
their range
After their success, children
received one of three forms
of praise
 Intelligence praise
 Process praise
 Control-group praise

25. 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.”

26. Number of problems solved on a 3rd test
6.5!
6!
Effort Praise!
5.5!
Control Praise!
5! Intelligence Praise!
4.5!
Trial 1! Trial 3!

27. Boys get 8 times more criticism than girls

28. Number of children who lied about their score
0.4!
0.3!
0.2!
0.1!
0!
Intelligence! Control! Effort!

29. Feedback is a major influence on learning
Influence Effect Size Domain
 (1) Self-report grades 1.44 Student
 (2) Piagetian programs 1.28 Student
 (3) Formative evaluation 0.90 Teaching
 (4) Micro teaching 0.88 Teacher
 (5) Acceleration 0.88 School
 (6) Classroom behavioural 0.80 School
 (7) Interventions for SEN 0.77 Teaching
 (8) Teacher clarity 0.75 Teacher
 (9) Reciprocal teaching 0.74 Teaching
 (10) Feedback 0.73 Teaching
 (11) Staff-student relationships 0.72 Staff
 (12) Spaced vs. mass practice 0.71 Teaching

30. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
only
B Marks only
C Marks and
comments
18
Butler (1997) 5

31. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
30% gain
only
B Marks only
C Marks and
comments
18
Butler (1997) 5

32. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
30% gain
only
B Marks only
No gain
C Marks and
comments
18
Butler (1997) 5

33. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
30% gain
only
B Marks only
No gain
C Marks and
No gain
comments
18
Butler (1997) 5

34. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
30% gain Positive
only
B Marks only
No gain
C Marks and
No gain
comments
18
Butler (1997) 5

35. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
30% gain Positive
only
B Marks only
No gain Top 25% +
Bottom 25% -
C Marks and
No gain
comments
18
Butler (1997) 5

36. The impact of different types of assessment
Group Feedback Pre‐Post Gain A5tudes
A Comments
30% gain Positive
only
B Marks only
No gain Top 25% +
Bottom 25% -
C Marks and
No gain Top 25% +
comments Bottom 25% -
18
Butler (1997) 5

37. Feedback is …

38. Feedback is …
Ready

39. Feedback is …
Ready
Fire

40. Feedback is …
Ready
Fire
Aim

41. Feedback
Feedback is one of the most powerful
influences on learning IF it:
 Relates to clear and specific goals
 Stimulates a thoughtful, proactive
response on the part of the learner
 Allows for learning from mistakes
8

44. Fixed Mindset: some of us are born with big brains

45. Fixed: nature determines what we’re good at

46. Chart showing Bolt’s progress since 2001

47. Only so much time in the day

48. Fixed vs Growth Mindsets

49. Fixed vs Growth Mindsets
Intelligence is fixed
Priority: Look smart
Feel smart by achieving
low effort success and
outperforming others
You avoid: higher-
performing peers,
difficulty and setbacks

50. Fixed vs Growth Mindsets
Intelligence is fixed Intelligence can be grown
Priority: Look smart Priority: Become smarter
Feel smart by achieving Feel Smart by engaging
low effort success and fully, exerting effort,
outperforming others stretching skills
You avoid: higher- You avoid: Easy, previously
performing peers, mastered tasks, or low
difficulty and setbacks level challenge

52. Mindset does not deny the influence of genetics

53. Evelyn Glennie – Growth Mindset ?

54. SBng – Fixed Mindset ?

55. Alfred Binet, creator of the IQ test
Alfred Binet
1857 - 1911

56. Self-fulfilling prophecies

57. Spellings tests: the work of the devil

58. Can we reward
progress instead?

59. Grades that focus on learning
16
9

60. Grades that focus on learning
Thinking
Wondering
Decision
Understanding
Reflection
Knowledge
Argument
Opinion
Conclusion
16
Justification 9

61. Grades that focus on learning
Thinking Pre-test; Marks Out of 10
Wondering
Decision
Understanding
Reflection
Knowledge
Argument
Opinion
Conclusion
16
Justification 9

62. Grades that focus on learning
Thinking Pre-test; Marks Out of 10
Wondering
Decision 7, 8, 9 or 10
Understanding New Set of Spellings
Reflection
Knowledge
Argument
Opinion
Conclusion
16
Justification 9

63. Grades that focus on learning
Thinking Pre-test; Marks Out of 10
Wondering
Decision 7, 8, 9 or 10
Understanding New Set of Spellings
Reflection
Knowledge 4, 5, or 6
Argument Correct Set
Opinion
Conclusion
16
Justification 9

64. Grades that focus on learning
Thinking Pre-test; Marks Out of 10
Wondering
Decision 7, 8, 9 or 10
Understanding New Set of Spellings
Reflection
Knowledge 4, 5, or 6
Argument Correct Set
Opinion
Conclusion 0, 1, 2 or 3
Justification Additional coaching 16
9

65. By the time they start school

66. By the time they start school
Some children
start school
knowing 6,000
words.

67. By the time they start school
Some children
start school
knowing 6,000
words.
Others, just 500
words.
Source: BBC 2009
http://news.bbc.co.uk/1/hi/
magazine/8013859.stm

68. Praise that gets in the way of learning

69. Praise that gets in the way of learning
Clever girl!

70. Praise that gets in the way of learning
Clever girl!
Gifted musician

71. Praise that gets in the way of learning
Clever girl!
Gifted musician
Brilliant
mathematician

72. Praise that gets in the way of learning
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy

73. Praise that gets in the way of learning
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!

74. Praise that gets in the way of learning
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!
By far the best

75. The Learning Challenge
1. Concept
Clarity
2. Conflict
Confusion
The Pit 18
8

76. The Learning Challenge
1. Concept
Clarity
2. Conflict
1
Confusion
The Pit 18
8

77. The Learning Challenge
1. Concept
Clarity
2. Conflict
1
Confusion
2
The Pit 18
8

78. A selection of thinking skills
ANALYSE DESCRIBE GROUP RESPOND
ANTICIPATE DETERMINE HYPOTHESISE SEQUENCE
APPLY DISCUSS IDENTIFY SIMPLIFY
CAUSAL-LINK ELABORATE INFER SHOW HOW
CHOOSE ESTIMATE INTERPRET SOLVE
CLASSIFY EVALUATE ORGANISE SORT
COMPARE EXEMPLIFY PARAPHRASE SUMMARISE
CONNECT EXPLORE PREDICT SUPPORT
CONTRAST GENERALISE QUESTION TEST
DECIDE GIVE EXAMPLES RANK VERIFY
DEFINE GIVE REASONS REPRESENT VISUALISE
13
7

79. What if these two are in your class?
Lynx and Lamb are the twin daughters of
April Gaede, an activist and writer for the
white nationalist organization National
Vanguard. The twins' grandfather wears a
swastika belt buckle and uses the Nazi
symbol on his truck
The twins believe Adolf Hitler was a great
man with good ideas, such as incentives to
improve the genetic quality of the German
people, and marriage loans to help
qualified German families
In 2003, they were featured in a Louis
Theroux BBC documentary, entitled Louis
and the Nazis, on anti-semitism and white
supremacy in the United States
Source: Wikipedia
PRUSSIAN BLUE

80. Kriticos = able to make judgments
Critical Thinking
Comes from the Greek,
Kriticos
Meaning: able to make
judgments
Source:
www.etymonline.com

81. Nursery Concept - Names

82. Rules & Roles of P4C
Not all of our questions
answered …
?
… but all of our answers
questioned
21

83. Year 5 P4C: Your Granny or Your Goldfish?
Filmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips

84. Cognitive Conflict is Key to P4C

85. Cognitive Conflict is Key to P4C
I know it’s
wrong to
steal

86. Cognitive Conflict is Key to P4C
I know it’s
wrong to
steal

87. Cognitive Conflict is Key to P4C
But then why
I know it’s was Robin
wrong to Hood a hero?
steal

89. Concept - Tourism
22
2

90. Eureka moments come from challenge
1. Concept
Clarity
2. Conflict
1 3. Construct
Confusion
2
The Pit 18
8

91. Eureka moments come from challenge
3
1. Concept
Clarity
2. Conflict
1 3. Construct
Confusion
2
The Pit 18
8

92. Eureka moments come from challenge
Eur eka!
3
1. Concept
Clarity
2. Conflict
1 3. Construct
Confusion
2
The Pit 18
8

93. Wobblers (If A = B)
96

94. Wobblers (If A = B)
If A = B then
96

95. Wobblers (If A = B)
If A = B then
96

96. Wobblers (If A = B)
If A = B then
Does B = A?
96

97. Wobblers (If A = B)
Friend
If A = B then
Does B = A?
96

98. Wobblers (If A = B)
Friend Trust
If A = B then
Does B = A?
96

99. Wobblers (If A = B)
Friend Trust
If A = B then
Does B = A?
Trust
96

100. Wobblers (If A = B)
Friend Trust
If A = B then
Does B = A?
Trust Friend
96

101. Wobblers (If A = B)
Friend Trust
If A = B then
Does B = A?
Trust Friend
For example … 96

103. Wobblers (If NOT A ?)
98

104. Wobblers (If NOT A ?)
If A = B then
98

105. Wobblers (If NOT A ?)
If A = B then
98

106. Wobblers (If NOT A ?)
If A = B then
If it’s NOT B = NOT A?
98

107. Wobblers (If NOT A ?)
Real
If A = B then
If it’s NOT B = NOT A?
98

108. Wobblers (If NOT A ?)
Real See It
If A = B then
If it’s NOT B = NOT A?
98

109. Wobblers (If NOT A ?)
Real See It
If A = B then
If it’s NOT B = NOT A?
Can’t See It
98

110. Wobblers (If NOT A ?)
Real See It
If A = B then
If it’s NOT B = NOT A?
Can’t See It Not Real?
98

111. Wobblers (If NOT A ?)
Real See It
If A = B then
If it’s NOT B = NOT A?
Can’t See It Not Real?
For example … 98

112. Dunstanburgh Castle, Northumberland

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