Tranby College
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This document discusses learning and teaching approaches at Tranby College in 2012. It makes three key points: 1) Every student is a unique learner with diverse needs. 2) Effective learning requires teachers to have a varied set of teaching skills. 3) Feedback and reflection are important for both students and teachers to improve. The document also discusses how praise can sometimes hinder learning, and emphasizes using a growth mindset approach and process praise over intelligence praise with students. It advocates for differentiation in teaching methods to meet varied student needs.
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Tranby College
- 1. Learning how to learn, Tranby College 2012 „We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.‟ Peter Drucker, 1909–2005 (Described by Business Week as ‘the man who invented management’) jamesnottingham.co.ukchallenginglearning.com
- 3. Teachers at Tranby believe: 1. Every student is a learner and diverse in their needs 2. Effective learning requires a varied repertoire of teaching skills 3. Feedback and reflection are crucial for students and for teachers
- 4. Praise that often gets in the way of learning … Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
- 6. 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.
- 7. 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.”
- 8. 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
- 9. Boys get 8 times more criticism than girls
- 10. Pupils with a growth mindset learn more People who believe intelligence comes mainly from nature have a „fixed‟ mindset People who believe intelligence comes mainly from nurture have a „growth‟ mindset Professor Carol Dweck, Stanford
- 11. Swedes talk about ‘curling parents’
- 13. More videos of challenge Videos on: jamesnottingham.co.uk p4c.com Youtube.com/jabulani4
- 14. The ASK model – Attitudes, Skills & Knowledge S Skills Intellectual Social Communicative Physical Attitudes Knowledge Curiosity K Facts Desire to succeed Open-mindedness Resilience A Figures Concepts Ideas Self-Regulation
- 15. Differentiation is the key …. isn‟t it?
- 16. What is the typical influence on achievement? 900+ meta-analyses 50,000+ studies and 240+ million students
- 17. Maths level An Effect Size A common scale for measuring progress in student achievement
- 18. 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
- 19. Visible Learning, John Hattie 25000 20000 No. of Effects 15000 10000 5000 0 Negative Positive
- 20. Bottom 75
- 21. Ability grouping doesn‟t seem to be the answer
- 22. Ability grouping doesn‟t seem to be the answer Average effect size of all strategies = 0.4 (Hattie) Ability grouping (general) 0.17 High ability students 0.09 Medium ability students 0.51 Low ability students - 0.60
- 23. Top 75 Rank Influence Studies Effects ES 1 Assessment capable students 209 305 1.44 5 Providing formative evaluation 30 78 .90 10 Feedback 1310 2086 .75
- 24. In-lesson differentiation works is more effective Rank Influence Studies Effects ES 18 Self verbalisation& questioning 113 1150 .64 - Pre-lesson questioning .94 - Teacher modelling .69 S P-Review A K
- 25. Other ways to challenge What‟s the point? Ready Learning Intentions Success Criteria Initial instruction Fire First attempts by children Aim Formative assessment and a focus on progress
- 26. Ready: Learning Intentions & Success Criteria Learning Intentions o To find out what links the Vikings with North East England Success Criteria o Know when and where the Vikings came from o Identify names and places associated with the Vikings o Ask relevant questions
- 27. 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
- 28. Marzano – groups of 3 work best Informal Formal Long-term
- 29. 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, Fri Eric Bloodaxe gg & Loki Dead warriors went died in 954 to Valhalla
- 34. 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
- 37. Follow up james@p4c.com jamesnottingham.co.uk slideshare.net/jabulani4 @JamesNottinghm James Nottingham Challenging Learning
Editor's Notes
- The evidence was collected from existing meta-analyses – the actual research that is the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
- The evidence was collected from existing meta-analyses – the actual research that is the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
- This slide represents the way that the multitude of assessment results can be compared once they are put into an effect size – and put onto a common scale. It is a way of taking different types of assessment results and making a common comparison.
- Changing School timetablingThis research focused on the effects of modifying the school year to shorten the summer break while not increasing the length of the school year. The average effect size for favouring modified calendars is small. Teacher Subject Matter KnowledgeThere is not a large body of evidence to support the claim that teacher subject matter knowledge has a significant and related effect on student achievement. This finding seems contradictory to what we might believe to be true. As a result John Hattie has looked more closely at the possible reasons and purports that the reason may be that many teachers are teaching at surface level only. If this is the case then deep subject matter knowledge is not important for surface level teaching.GenderThe difference in achievement between genders is minor and there is more variance within groups of boys and groups of girls than there is between them. As well as there being very few achievement differences there are also very few differences across other domains i.e. communication, social and personality variables. Males outperform girls in motor performance and social aggression and females outperform males in agreeableness.Ability GroupingIn the USA data shows that about 86% of students in public schools are placed in tracked classes. The outcomes can be considered both in terms of achievement and equity. Tracking has minimal effects on student outcomes and profound negative equity effects. Low track classes have been described as ‘deadening, non-educational environments’. Oakes, (2005) VL p90. Qualitative evidence shows that low track classes are more fragmented, less engaging and taught by fewer well trained teachers (VL p91).
- Changing School timetablingThis research focused on the effects of modifying the school year to shorten the summer break while not increasing the length of the school year. The average effect size for favouring modified calendars is small. Teacher Subject Matter KnowledgeThere is not a large body of evidence to support the claim that teacher subject matter knowledge has a significant and related effect on student achievement. This finding seems contradictory to what we might believe to be true. As a result John Hattie has looked more closely at the possible reasons and purports that the reason may be that many teachers are teaching at surface level only. If this is the case then deep subject matter knowledge is not important for surface level teaching.GenderThe difference in achievement between genders is minor and there is more variance within groups of boys and groups of girls than there is between them. As well as there being very few achievement differences there are also very few differences across other domains i.e. communication, social and personality variables. Males outperform girls in motor performance and social aggression and females outperform males in agreeableness.Ability GroupingIn the USA data shows that about 86% of students in public schools are placed in tracked classes. The outcomes can be considered both in terms of achievement and equity. Tracking has minimal effects on student outcomes and profound negative equity effects. Low track classes have been described as ‘deadening, non-educational environments’. Oakes, (2005) VL p90. Qualitative evidence shows that low track classes are more fragmented, less engaging and taught by fewer well trained teachers (VL p91).