New boost, Bergen
35
@JamesNottinghm Facebook.com/ChallengingLearning ChallengingLearning.com [email protected] New Boost, Bergen November 2012
-
Upload
james-nottingham -
Category
Education
-
view
953 -
download
0
Transcript of New boost, Bergen
@JamesNottinghm
Facebook.com/ChallengingLearning
ChallengingLearning.com
New Boost, Bergen
November 2012
Application = Value x Expectation
Eccles
(2000)
76%
98%
96%
89%
89%
88%
79%
78%
77%
Carol Dweck, Professor of Psychology and author of Mindset
Mainly nature Mainly nurture
Innate talents &
intelligence
Incremental talents &
intelligence
Fixed Growth
This is a self-portrait by 3 year old Aelita Andre
Jamaica 1 – 2 – 3
Nurture
Nature
Olympic coverage broadcast by the BBC on 9th August 2012
Fixed Mindset
Intelligence and ability are fixed
Naturedetermines talents
I am naturally good at some things
I’ll always struggle with some things
My priorities
o Prove myself
o Succeed easily
o Avoid failure of any sort
My mottos
o No pain, no pain
o Only stupid people have to try
o Effortlessly superior
Growth Mindset
Intelligence and ability can grow
Nurture determines abilities
I have developed my talents
Potential is there to be realised
My priorities
o Improve myself
o Take challenges
o Learn from my mistakes
My mottos
o No pain, no gain
o Learners always try hard
o There’s always room to improve
A few things we can do to develop growth mindsets
1.Talk about building talents rather than spotting gifts
2. Shift the paradigm of expectation
3. Throw obstacles in the way
4. Praise actions, not children
5. Balance success with challenge
6. Preview
7. Train those brains
Curling parents (and teachers?)
0
10
20
30
40
50
60
70
Aug Sept Oct Nov Dec Jan Feb
Progress Chart
100
90
80
70
60
50
40
30
Introduction
4+ sentences
Proposition stated
Outline of narrative
Context of topic
Body of essay
3+ paragraphs
6+ facts per paragraph
Inter-relationships
Argument is relevant
Quote with source given
Conclusion
3+ sentences
Summation
Proof of proposition
Specific reference to
assess/evaluate as last sentence
Literacy
Spelling accuracy
Grammar structures
Marking sheet for history essays (Frank Egan)
“I can actually see how to
improve, it’s obvious.”
Previewing can double
the rate of pupil
progress (Hattie, 2012)
This will give your child
an advantage next
week
Preview clubs
Home-prep
Pre-course reading
Small group preview
95
88
75
62
55
40
94
87
78
68
58
42
94
88
82
77
58
45
Pre-test
✔
✔
✗
✗
✗
✔
✗
✗
✗
✔
4
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
10
= 6
−
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) ✔
A: “Which road do I take?”
CC: "Where do you want to go?”
A: "I don't know.”
CC: "Then it doesn't matter. If you don't know where you are going, any road will get you there.”
From Alice in Wonderland by Lewis Carol
Progress needs a destination
Example question starters
What is …
How do we know what is …
What if …
Always or never
When would …
What is the difference between …
Is it possible to …
Who decides what is …
Should we …
1. How can I be sure who I really am?
2. Why is indifference frowned upon?
3. Would you be the same person if you had a different name?
4. Are we really able to change the future or do we just like to think we can?
5. What if no one could understand each other?
6. What if everyone in the world had to speak the same language?
7. Is everything possible in animation?
8. Are we responsible for our own beliefs or do they come from our parents and from society?
9. Who says whether change is positive or negative?
10. Why do we say there is a heaven and hell?
Example questions (from 14 year olds)
Socratic questions
Are you saying that …?
Can you give us an example of …?
Why do you say that …?
What reasons support your idea?
Are you assuming that …?
What would happen if …?
How could we look at this in a different way?
What alternatives are there to this?
Wouldn’t that mean that …?
What are the consequences of that?
Clarify
Reasons
Assumptions
Viewpoints
Effects
ANALYSE
ANTICIPATE
APPLY
CAUSAL-
LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
EXPLORE
GENERALISE
GIVE
EXAMPLES
GIVE
REASONS
GROUP
HYPOTHESI
SE
IDENTIFY
INFER
INTERPRET
ORGANISE
PARAPHRA
SE
PREDICT
QUESTION
RANK
REPRESEN
T
RESPOND
SEQUENCE
SIMPLIFY
SHOW HOW
SOLVE
SORT
SUMMARISE
SUPPORT
TEST
VERIFY
VISUALISE
A selection of thinking skills
Achievement is more likely to be increased when
students …
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
How do we improve achievement for all?
