P4C in Ås

Slides used on 24th April with the P4C practitioners of Ås

Education

This document discusses strategies for improving student achievement. It notes that achievement is more likely when students adopt learning strategies focused on self-improvement rather than performance comparisons, accept feedback, set difficult goals, and have a strong sense of self-efficacy in their ability to learn. The document also references research showing that the number of words children hear varies greatly depending on their family's socioeconomic status, and that this impacts their vocabulary development and later school performance.

metacognition+reinvention: NYU Stern 4/24/13

Vidhögeskolan Learning

LNNZ Dunedin

This document discusses various topics related to challenging learning, including: - Alfred Binet argued that intelligence can be developed through training the will, attention, and discipline, rather than being a fixed quantity. - Carol Dweck's research found that a "growth mindset" which sees intelligence as malleable leads to greater achievement than a "fixed mindset". - Praise should focus on effort, strategies, and progress rather than innate qualities to encourage a growth mindset and continued learning. - Asking questions is an effective way to challenge students' thinking and encourage deeper understanding.

Kolbotn parents

This document discusses ability grouping and praise in education. It summarizes research showing that ability grouping children at a young age and streaming them into "top sets" can negatively impact lower-achieving students. Specifically, research found that 71% of September-born children were placed in top sets compared to only 26% of August-born children. The document also reviews research demonstrating that praising children's intelligence rather than effort can have a detrimental effect on their motivation and resilience. In contrast, praising hard work and the learning process leads to greater persistence and achievement. The document advocates avoiding ability labels and focusing feedback on effort, learning, and growth.

Cultivating the Learning Mindset

Marian Willeke

Aspire Conference Keynote

Social Media Overview-Bellagio Center Oct. 2011_v_final

This document provides an overview of social media and how it has evolved communication from one-way interactions to conversations. It discusses how audiences have become participants and how trusted sources of information have changed. The value of social media is outlined as sharing expertise, finding expertise, self-promotion, making connections, collaborating, and recommending. Popular social media tools like LinkedIn, Twitter, YouTube, blogs, and Facebook are described. Examples are given of how information spreads through sharing and retweeting on Twitter and LinkedIn is discussed as the "pleated pants of social networks" and a digital CV for connecting with colleagues and participating in groups. Next steps are suggested for using LinkedIn and Twitter.

This document discusses strategies for creating the right level of challenge in teaching and learning. It emphasizes that challenge should be at the zone of proximal development where tasks are difficult but still possible. Checklists and rubrics can help students and teachers understand expectations and progress. Praise should focus on effort, strategies and progress rather than innate ability so students see challenges as opportunities to learn and improve. Creating the right environment and high expectations can help ensure all students benefit from an appropriate level of challenge.

Yinnar & Glengarry Parents 2013

This document contains a variety of information on different topics related to education including: - Data showing differences in vocabulary between children from professional vs working class vs welfare homes. - Details about facilities at a private UK school compared to state schools. - Background on the creator of the first IQ test and how it was later adapted and used to construct a racial hierarchy. - Statistics on ability grouping of UK children by age and birth month. - Diagrams showing relationships between value, expectation, and application in different school subjects. - Details of an experiment comparing different types of praise for test scores. - The Scandinavian phrase "FOAFOY" related to curling parents.

Entrepreneurial Thinking, Norrköping

This document discusses entrepreneurship and entrepreneurial qualities. It profiles 6 individuals and evaluates how entrepreneurial they were: 1. Bjorn Borg - A tennis champion who founded a successful clothing brand after retiring from sports. 2. Desmond Tutu - A Nobel Peace Prize winner who advocated for social justice in South Africa. 3. Blondinbella - A Swedish blogger and businesswoman who founded multiple companies in fashion and media. 4. Anita Roddick - The founder of The Body Shop cosmetics company who promoted ethical business practices. 5. Thomas Edison - The famous American inventor who held over 1,000 patents and founded research laboratories. 6

New boost, Bergen

Promoting Growth Mindset

Marian Willeke

Holmenkollen conference

This document discusses the importance of using evidence and data to drive educational practice and maximize student learning outcomes. It summarizes research from over 900 meta-analyses involving 50,000+ studies on visible learning. Key findings include that teacher professional development, feedback, formative assessment, and setting clear learning goals have among the highest effects on student achievement. The document encourages educational leaders to prioritize tasks like teacher learning over less impactful areas and focus on student progress. Leaders are advised to accurately assess their impact and culture of feedback using evidence.

OUR Education Network, Varberg

This document discusses leadership in education and creating a vision for teaching and learning. It provides examples of how schools can develop a shared vision, establish core values, and use praise effectively. Mental models that see intelligence as fixed can undermine learning, while process praise focusing on effort promotes achievement. When schools define core values like respect and positivity, it can help improve exam results and the overall school culture. An effective vision involves buy-in from all stakeholders and guides the systems, structures, and behaviors within a school.

Isle of Man teachers

This document discusses challenging learning and leading progress. It explores concepts like the learning challenge, eureka moments from challenge, and cognitive conflict. It also addresses praise for children, different types of praise and their effects, and criticism of boys versus girls. The document provides thinking skills, examples of philosophical questioning techniques, and examines assumptions and truth versus opinion.

Challenges Facing Schools

This document discusses challenges for education in Europe. It references challenges such as wanting schools to emulate successful models from other places like Finland. It also discusses the concept of "the learning pit" which represents cognitive conflict that can lead to more creativity. It provides examples of concepts that have been used to provoke cognitive conflict for different aged groups. Finally, it discusses that eureka moments can come from working through challenges and constructing new understanding out of periods of confusion.

Corporate Communications in the 21st Century

Metacognition and reinvention: the 21st century career paradigm

P4C Level 2, Southwark

This document provides information about Philosophy for Children (P4C), a thinking skills program that aims to help children become more thoughtful, reflective, considerate, and reasonable individuals. It discusses the four C's of P4C - collaborative, caring, critical, and creative community inquiry. It also includes examples of questions that could be used in a P4C discussion and describes different levels of skill acquisition from novice to expert based on the Dreyfus model. Finally, it notes that P4C discussions with 3 1/2 year olds could help develop their thinking and reasoning abilities.

LNNZ Windsor School, Christchurch

This document discusses the importance of teaching students how to learn effectively. It notes that Alfred Binet believed intelligence could be developed, not just fixed, and that students should learn skills like focus, discipline and mental orthopaedics before subjects. It also discusses the impact of praise, finding that praising effort rather than intelligence leads to greater persistence and risk-taking. The document advocates focusing on student progress rather than rankings.

Succeed through your failures 2014 UC Leads McNair

The document is a presentation on learning from failures. It discusses insights from psychologist Carol Dweck, sociologists, and artist Phil Hansen. Dweck's research shows having a growth mindset, where one sees abilities as developable and embraces challenges, leads to greater achievement than a fixed mindset. Sociologists found scientists downplay failures in their work. Hansen advocates embracing limitations to drive creativity. The presentation encourages reflecting on failures and adjusting one's mindset to view challenges as opportunities.

Improvising Careers - NYU/Stern - Nov 2013

improvising careers: the 21st century work paradigm

Succeed through your failures 2014-02 UC Davis

Vikbolandets Creativity

This document discusses creativity, entrepreneurship, and motivation. It explores the balance between nature and nurture, and challenges the idea that certain traits like intelligence or athletic ability are innate gifts. The document suggests that with the right environment and feedback, children's potential can continue developing rather than being fixed from an early age. It provides examples showing how praise for effort rather than intelligence can impact motivation and performance.

Avonhead Parents

The document discusses the effects of different types of praise on children's learning. One study found that praising children's intelligence led them to avoid challenges, while praising their effort led to persistence when tasks became difficult. The author argues praise should focus on progress, not rankings. Overall, the document suggests praise emphasizing effort and growth mindsets, rather than innate intelligence, helps encourage learning through challenges and mistakes.

Social media and academia

James Nottingham's Slides

Teachers Forum, River Gum

This document contains various resources for teachers and students related to assessment and learning goals. It includes checklists for writing and math criteria, links to websites about visible learning and self-assessment questions. There are also examples of marksheets for history essays and references to growth mindset research about how students can train their brains. The document promotes assessing student achievement and progress towards specific learning goals.

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More from James Nottingham

James Nottingham's Slides

Teachers Forum, River Gum

Vittra Keynote

- Alfred Binet created the first IQ test in 1905 to identify students who did not suit the standard curriculum so an alternative could be designed - In 1915, Stanford University adapted Binet's test and used it to construct an ethnically-based social hierarchy, though language skills affected immigrant scores - Binet argued intelligence was not fixed and could be increased, opposing the view it determined one's abilities - Ability grouping benefits high achieving students but harms low achievers, with 80% of students held back in the US being black or Hispanic boys - The Learning Pit model involves moving students from clarity to confusion to construction of new understanding through questioning - Pre-testing identifies students' current understanding before instruction to better target teaching

Natur och Kultur conference

The document contains several sections related to self-assessment, learning goals, and evaluation criteria. It includes top self-assessment questions, a learning goal about using descriptive words when writing, and examples of descriptive writing. It also includes checklists for writing and history assignments, with criteria for introduction, body, and conclusion. Several website URLs are listed throughout.

Behold the Turtle

The document discusses the nature vs. nurture debate on intelligence and talent, presenting perspectives of innate abilities versus incremental growth through effort. It also examines how praise focused on process rather than intelligence can influence a growth versus fixed mindset and reviews strategies like previewing material to develop a growth mindset that sees potential and abilities as expandable through learning and challenge. The effects of mindsets on learning and responses to difficulties are explored through various studies.

P4C with young children

P4C (Philosophy for Children) is a thinking skills program that aims to help children aged 3-6 become more thoughtful, reflective, considerate, and reasonable individuals. It uses collaborative inquiry through stories, questions, and discussions to develop critical thinking and social-emotional skills. A typical P4C session involves sitting in a circle, a warm-up activity, presenting a story or stimulus, identifying concepts, generating philosophical questions, sharing thoughts and perspectives, and drawing conclusions as a group.

P4C India

The document summarizes information about Philosophy for Children (P4C). It discusses how P4C aims to help children become more thoughtful, reflective, considerate, and reasonable individuals rather than turning them into philosophers. It provides an example of the typical format used for P4C discussions and notes how creating cognitive conflict is key to developing critical thinking skills. The document also shares quotes from Socrates about wisdom and philosophy.

Holtet Videregående Skole

This document summarizes key findings from John Hattie's meta-analysis of over 900 studies involving over 50,000 studies on factors that influence student achievement. Some of the main findings include: - Formative evaluation of teachers, how pupils rate their teachers, and teacher-student relationships have among the highest effects on student achievement. - Factors like matching learning styles, teachers' subject knowledge, and class size have smaller effects. - Visible learning research shows that assessment capable students, providing formative evaluation to teachers, and microteaching have the top influences on student achievement. - Warmth, encouragement of higher-order thinking skills, empathy, and non-directivity most influence student-

QASSP Conference

This document summarizes a presentation about challenge and learning. It discusses how challenge can improve achievement when students adopt learning strategies rather than performance strategies. It also discusses the Teaching Target Model which shows how performance increases as challenge increases up to a point of optimal learning. Other topics discussed include questioning techniques, models of skill acquisition, providing effective feedback to students, and ensuring innovations in education are coordinated and coherent.

AIS Sydney

This document summarizes a conference on challenging learning held on May 10th, 2012. It discusses how achievement can be improved when students focus on learning strategies rather than performance, accept feedback, set difficult goals, compare themselves to criteria rather than others, have high efficacy in learning, and self-regulate. It also discusses the importance of learning goals over performance targets and the power of asking students the three questions of "Where am I going?", "How am I doing?" and "What are my next steps?".

Falconbrook School

Falconbrook Primary School uses Philosophy for Children (P4C) to develop students' thinking skills. P4C provides intellectual, social and emotional tools to think well, think judiciously, and foster care and commitment to act on thinking. It uses classroom discussions to explore questions and ideas. The goal is not to find answers but to question all answers. P4C sessions begin with a stimulus to provoke philosophical discussion using questioning techniques. This helps students analyze, evaluate, interpret and discuss concepts.

Krokane April 2012

The document discusses improving teaching and learning at Krokane school. It introduces philosophical concepts like mental models and losing your stars. It provides guidance on assessment capable students, grouping students effectively, and using the Dreyfus model of skill acquisition. Socratic questioning techniques and philosophical inquiry with children are presented as ways to enhance critical thinking. The document concludes by listing next steps for Krokane school, such as incorporating philosophical discussion, grouping strategies, readiness checks, and formative assessment practices to advance student learning.

Groundhog Inquiry

The document discusses building an inquiry culture in schools. It begins by outlining the hopes and goals of resolving issues, establishing routines, and reconnecting colleagues. It then discusses different levels of skill acquisition using the Dreyfus model, from novice to expert. Key questions are posed about thinking, routines, groupthink, and defining terms like ordinary and extraordinary. Trust is examined as organic, contractual, and relational. A continuum of organizational maturity is presented. Examples of Socratic quotes are provided, and an "ethos for learning" is described that questions all answers. The power of real questions and positional dynamics in conversations are explored. A look at team culture pillars of empathy, engagement, clarity of purpose and learning is taken

Aranmore College

The document discusses learning as a lifelong process and the importance of teaching people how to learn. It explores the nature vs nurture debate around intelligence and talents. Various quotes are provided on topics like praise, mindsets, ability grouping and the influence of assessment on achievement. Effective strategies discussed include learning intentions, formative feedback, and groups of three.

Inner South Bobby Dazzlers

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.

Tranby College