www.challenginglearning.com

900+ meta-analyses

50,000+ studies and

240+ million students

What is the typical influence on achievement?

Rank Influence Studies Effects ES18 Self verbalisation & questioning 113 1150 .64- Pre-lesson questioning .94- Teacher modelling .69

P-Review

Rank Influence Studies Effects ES

18 Self verbalisation & questioning 113 1150 .64

Example question stems

What is (difference different from?)

What if (everyone was extraordinary?)

Always/never (know?)

How do we know (what love is?)

Why do we (say young people don’t know what love is?)

What is the difference (between ordinary & extraordinary?)

Is it possible (to always be happy?)

When (is happiness a bad thing?)

Who (decides what the natural way is?)

Can we (ever know for sure?)

Independent Learning jamesnottingham.co.uk

Learning how to learn

Alfred Binet1857 - 1911

‘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, creator of the first IQ test

Alfred Binet1857 - 1911

‘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.’

A new government, a new curriculum?

“The best schools design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreed entitlement for all the nation’s children.”

“It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools meet day in, day out.”

Mick Watersex-head of QCA and now president of the Curriculum Foundation

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

Other ways to challenge

ReadyFireAim

What’s the point?Learning IntentionsSuccess CriteriaInitial instruction

First attempts by children

Formative assessment and a focus on progress

Learning Intentionso To find out what links the Vikings with North East England

Success Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions

Ready: Learning Intentions & Success Criteria

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Captured Yorvik in 866

Dead warriors went to Valhalla

Eric Bloodaxe died in 954

Gods included Odin, Thor, Frigg & Loki

King Cnut ruled England

from 1016

Did they believe in God?

GateBairns

LadTarn

Thriding

Learning Intentionso Understand the process of hazard analysis and how it applies to food

Success Criteriao Use technical vocabulary o Identify a wide range of types of hazard o Communicate coherently

Year 7 – All about food

Using “aim” to move students into the wobble zone

A problem with gifts, groupings & G&T

“One of the most damaging aspects of the ‘gift’ mentality is that it makes us think we can know in advance who has the

gift. This, I believe is what makes us try to identify groups who have it and groups who

don’t – as in, ‘boys have it and girls don’t, or those who show

early promise have it and others don’t.”

Prof Carol Dweck, Mindset

Praise that discourages pupils from wobbling

Clever girl!

Gifted musician

Brilliant mathematician

Bright boy

Top of the class!

By far the best

Mueller and Dweck, 1998

In six studies, 7th grade students were given a series of nonverbal IQ tests.

The effects of different types of praise

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.”

Mueller and Dweck, 1998

Trial 1 Trial 34.5

5

5.5

6

6.5

Effort Praise

Control Praise

Intelligence Praise

Number of problems solved on a 3rd test

Boys get 8 times more criticism than girls

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!”

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

@JamesNottinghm

James Nottingham Challenging Learning

slideshare.net/jabulani4

james@p4c.com

jamesnottingham.co.uk

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