1) The document discusses three key suggestions for making an impact: focusing on learning rather than grades, developing attitudes and skills in addition to knowledge, and previews as well as reviews. 2) It also discusses the effects of different types of praise on student motivation and performance, finding that process praise outperforms intelligence or ability praise. 3) Feedback is identified as one of the most powerful influences on learning when it relates to clear goals, stimulates thoughtful responses, and allows students to learn from mistakes.

1. Graduate Workshop, 10th May 2011James Nottingham www.p4c.comwww.jamesnottingham.co.uk

2. 3 suggestions for making an impactFocus on learning rather than gradesDevelop attitudes and skills, as well as knowledgePreview as well as review

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

4. Well-meaning but potentially damaging praiseClever girl!Gifted musicianBrilliant mathematicianBright boyTop of the class!By far the best

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. Rewards, rewards, rewards10/10

10. 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 brilliant ballerina you are!”A new Dawn (Fraser) ?

11. Comparing test scores928573644332908678704135908584784034

12. Tests, tests, tests …Tests

13. Tests can reinforce ability “labels”

14. Grades that focus on learningThinkingWonderingDecisionUnderstandingReflectionKnowledgeArgumentOpinionConclusionJustificationPre-test; Marks Out of 107, 8, 9 or 10New Set of Spellings4, 5, or 6Correct Set0, 1, 2 or 3Additional coaching169

15. Number of students who lied about their score

16. John Hattie’s Visible Learning (2009)

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

18. (2) Piagetian programs 1.28 Student

19. (3) Formative evaluation 0.90 Teaching

20. (4) Micro teaching 0.88 Teacher

21. (5) Acceleration 0.88 School

22. (6) Classroom behavioural 0.80 School

23. (7) Interventions for SEN 0.77 Teaching

24. (8) Teacher clarity 0.75 Teacher

25. (9) Reciprocal teaching 0.74 Teaching

26. (10) Feedback 0.73 Teaching