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.

1. Assessment capable students, Riverina
James Nottingham @JamesNottinghm
www.challenginglearning.com

2. How do we improve achievement for all?
Achievement is more likely to be increased when
students …
 Invoke learning rather than performance strategies
 Accept rather than discount feedback
 Benchmark to difficult rather than to easy goals
 Compare themselves to subject criteria rather than to
other students
 Possess high rather than low efficacy to learning
 Effect self-regulation and personal control
John Hattie, 2009

4. Number of words heard by children
A child in a welfare-dependent family hears on average
616 words an hour 500
A child in a working-class home hears on average 1,251
words an hour 700
A child in a professional home hears on average 2,153
words an hour 1100
Number of words spoken by the time children are 3
Hart &Risley, 1995

5. By the time they start school in the UK …
Some children
start school
knowing 6,000
words.
Others, just
500 words.
Rowntree Foundation
http://news.bbc.co.uk/1/hi/ma
gazine/8013859.stm

7. Self-fulfilling prophecies

8. Rank order should not matter … Progress is the key to learning
92 90 90
85 86 85
73 78 84
64 70 78
43 41 40
32 35 34

9. Learning how to learn
„What (students) should learn first is not the
subjects ordinarily taught, however important they
may be; they should be given lessons of will, of
attention, of discipline; before exercises in
grammar, they need to be exercised in mental
orthopaedics; in a word they must learn how to
learn.‟
Alfred Binet
1857 - 1911

10. Alfred Binet, creator of the first IQ test
„Some recent philosophers
have given their moral approval
to the deplorable verdict that
an individual‟s intelligence is a
fixed quantity, one which
cannot be augmented. We
must protest and act against
this brutal pessimism … it has
no foundation whatsoever.‟
Alfred Binet
1857 - 1911

11. Independent and Intuitive and Sharp and quick-
intellectual
Aquarius sympathetic
Pisces witted
Aries
Like to be different Vague & careless Procrastinator
Strongly Very versatile and Shrewd and
determined
Taurus adaptable
Gemini cautious
Cancer
Self indulgent Inconsistent Indecisive & moody
Broad-minded and Practical and Easygoing and
expansive
Leo diligent
Virgo sociable
Libra
Bossy & intolerant Overcritical & harsh Prone to daydream
Powerful and Intellectual and Very disciplined and
passionate
Scorpio philosophical
Sagittarius focused
Capricorn
Obsessive Tactless & restless Fatalistic

13. Every student should be
making progress of 0.4
effect size every year
How do you know what
progress your students
are making?

14. Where am I going?
How am I doing?
What are my next steps?
The 3 most powerful questions for learning (& feedback)

15. Learning intentions and success criteria help identify where & how
Learning Intentions
o To find out what links the Vikings with
North East England
Success Criteria Co-constructed
o Know when and where the Vikings came from
o Identify names and places associated with the Vikings
o Ask relevant questions

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

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

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

21. Sharp pencil ✔
Title ✔
Date ✔
Capital Letters ✔
Full stops ✗
Describe the character ✔
Describe the place ✗
First, next, then, finally ✔
And, but, so, while, because ✗
Fun action words (bounded, sprang) ✔
Rhyming words (loud, proud, crowd) ✔

22. Marking sheet for history essays (Frank Egan)
Introduction Conclusion
 4+ sentences  3+ sentences
 Proposition stated  Summation
 Outline of narrative  Proof of proposition
 Context of topic  Specific reference to
assess/evaluate as last sentence
Body of essay Literacy
 3+ paragraphs  Spelling accuracy
 6+ facts per paragraph  Grammar structures
 Inter-relationships
“I can actually see how to
 Argument is relevant
improve, it’s obvious.”
 Quote with source given

24. Learning Detectives

27. youtube.com/Jabulani4

28. “The art of effective
teaching is to provide
the right form of
feedback at, or just
above, the level at
which the student is
working – with one
exception …”
“… do not mix praise
into the feedback
prompt, because this
dilutes the effect!”
Visible Learning for Teachers (Hattie, 2011), pp 121

29. Praise that dilutes the positive effect of feedback
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!
By far the best

30. 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.

31. 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.”

32. 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

33. Boys get 8 times more criticism than girls

34. The effects of praise
Swimming
“You do your best
swimming when you
concentrate and try your
best to do what Chris is
asking you to do”
Ballet
“You‟re the best
ballerina in the world!”

35. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding
performance; 5.What a scientist you are; 6.Unbelievable work;
7.You‟re a genius; 8.You're getting better; 9.Clever boy 10.You
should be proud; 11.You've got it; 12.You're special; 13. Very
talented; 14. You've outdone yourself; 15. What a great listener;
16. You came through; 17.You‟re very artistic; 18.Keep up the
good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work;
22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very
responsible; 26.You're very talented; 27.Spectacular work;
28.Great discovery; 29.You're amazing; 30.What a great idea;
31.Well worked through; 32.Very thoughtful; 33.You figured it out;
34.Top of the class; 35. You make me smile

36. Not everything counts
Not everything that counts can be
counted, and not everything that
can be counted counts
Sign hanging in
Einstein's office at Princeton