Slides used at Minsthorpe on 27th Feb 2012 (sorry for the delay in uploading!)

1. www.challenginglearning.com

2. 900+ meta-analyses
50,000+ studies and
240+ million students
What is the typical influence on achievement?

3. Rank Influence Studies Effects ES
18 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

5. 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?)

6. Independent Learning
jamesnottingham.co.uk

7. Learning how to learn
Alfred Binet
1857 - 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.’

8. Alfred Binet, creator of the first IQ test
Alfred Binet
1857 - 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.’

10. 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 Waters
ex-head of QCA and now president of the Curriculum Foundation

11. 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

12. Other ways to challenge
Ready
Fire
Aim
What’s the point?
Learning Intentions
Success Criteria
Initial instruction
First attempts by children
Formative assessment and
a focus on progress

13. 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
Ready: Learning Intentions & Success Criteria

14. Vikings
Rape &
pillage
Horned
helmets
Longships
Norse
language
AD 700 - 1100
Why 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?
Gate
Bairns
Lad
Tarn
Thriding

15. 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
Year 7 – All about food

17. Using “aim” to move students into the wobble zone

18. 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

19. Praise that discourages pupils from wobbling
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!
By far the best

20. 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

21. 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

22. 4.5
5
5.5
6
6.5
Trial 1 Trial 3
Effort Praise
Control Praise
Intelligence Praise
Number of problems solved on a 3rd test

23. Boys get 8 times more criticism than girls

24. 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!”

25. 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

26. @JamesNottinghm
James Nottingham
Challenging Learning
slideshare.net/jabulani4
james@p4c.com
jamesnottingham.co.uk
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