The document discusses several ideas for motivating students and providing feedback in the classroom, including: 1) Providing rubrics with skill ratings rather than scores or grades to give students specific feedback on their performance and areas for improvement. 2) Using "Learning Detectives" where students are assigned to observe and record the names of peers demonstrating "Good Learning" to develop an understanding of success criteria. 3) Focusing on core values like respect, celebration of differences, and positivity to improve exam results and reduce need for surveillance cameras.

1. Bobby Dazzler Ideas
James Nottingham www.p4c.com
www.jamesnottingham.co.uk

2. www.challenginglearning.com

5. For each topic, teachers enter the numbers 0, 1, 2 or
3 for each skill, and the students get their printed
rubric stapled to the front of their test. The tests are
written so teachers can rate these skills at a glance,
after correction.
This year all Year 7-10 students receive feedback in
this form alone, rather than scores or percentages.
This has actually been found to motivate students to
open their test & reflect on their results (made explicit
when each test is handed back), rather than simply
reading a score (24/35) or a grade (B+), comparing
with their friends, and never looking at the test again.
Students are able to focus on personal improvement
and progress.

6. Learning Detectives

7. Learning Detectives
 Create a Learning Wall with all the symbols
 Introduce the idea of Learning Detectives (LD)
 2-4 children are LD‟s per lesson
 LD‟s record the names of children they
observe doing Good Learning
 LD‟s share their findings with class
 Develop an understanding of the criteria
for „Good Learning‟

8. Example “clues” for learning

9. Example “clues” for learning

10. Example “clues” for learning

13. Year 7 – Food Unit
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

15. Why did they Gate
AD 700 - 1100 attack Bairns
Lindisfarne? Lad
Tarn
Vikings Thriding
Norse Rape &
language pillage
Did they believe
Longships in God?
Dragon Horned
ships helmets

16. Marzano – groups of 3 work best
Informal
Formal
Long-term

17. Why did they Gate
AD 700 - 1100 attack Bairns
Captured
Lindisfarne? Lad
Yorvik in 866
Tarn
Vikings Thriding
Norse Rape &
language pillage
King Cnut Did they believe
ruled Longships in God?
England Dragon Horned
from 1016 helmets Gods
ships included
Eric
Odin, Thor,
Dead warriors Bloodaxe
Frigg & Loki
went to Valhalla died in 954
17

18. Tactual Tools (Factual/Tactile)
www.lesyre.se

19. Levels of Perspective (Daniel Kim)
Vision
L
E
Mental Models
V
E
Systems & Structures
R
A
Patterns of Behaviour G
E
Events

20. Disaster – from Greek, to lose the stars
What are
the stars
you used to
follow?
What are
your stars
now?

21. We are positive, enthusiastic and show joy

22. We celebrate each other‟s differences

23. We treat each other with respect

24. The impact of core values
Söderporten school, Norrköping
The school is extremely multi-cultural, with most children having recently
arrived in the country and speaking Swedish as a second language.
Our Core Values have helped to:
 Achieve in 2010 the best exam results since the national grading system
was introduced in Sweden in 1997
 The school´s video surveillance is being switched off in autumn 2010

25. Rankin – Jamie‟s Dream School

27. This page is too blank for many pupils
the cat sat on the mat

28. A template to try

29. Attention to detail

31. Persistence

32. FB Page: James Nottingham Challenging Learning

33. Follow up
james@p4c.com
jamesnottingham.co.uk
slideshare.net/jabulani4
@JamesNottinghm
James Nottingham
Challenging Learning