“Progress is impossible without change, and those who cannot change their minds cannot change anything.”

George Bernard Shaw (1856 – 1950)

Challenging Learning & Sustaining Success

www.jamesnottingham.co.uk

Contact Details

jamesnottingham.co.uk

challenginglearning.com

p4c.com

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Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

L

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R

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Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

Philosophy for Children (P4C)

Filmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips

Philosophy for Children

“No programme  I am aware of is more likely to teach durable and transferable thinking skills than Philosophy for Children”

Robert Sternberg

President of the American Psychological Association

The impact of Mental Models

Mental Models that suit P4C

Lessons should begin with pupils’ questions

MM’s that do NOT suit P4C

Lessons should begin with “curriculum” questions

Understanding should be drawn out of pupils

Knowledge has to be introduced to pupils

Unresolved problems often lead to enhanced learning

Problems need to be resolved

Process comes first Curriculum comes first

Examples in my book, Challenging Learning

MM: Praise boosts self esteem & achievement

Clever girl!

Gifted musician

Brilliant mathematician

Bright boy

Top of the class!

Nice try

www.carol-dweck.co.uk

Carol Dweck

Mueller and Dweck, 1998

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

First set of problems were challenging but well within their range

After their success, children received one of three forms of praise

Intelligence praise Process praise Control-group praise

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

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5.5

6

6.5

Effort Praise

Control Praise

Intelligence Praise

Number of problems solved on a 3rd test

Intelligence Control Effort0

0.1

0.2

0.3

0.4 Chart Title

Number of children who lied about their score

Impact of Mental Models

With a new mental model

(we should praise for progress & effort, but not for intelligence)

how would your systems & structures change?

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Impact of Mental Models

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MM: Feedback is a key part of learning

S&S: Give pupils grades

Spellings tests: the work of the devil

Thinking

Wondering

Decision

Understanding

Reflection

Knowledge

Argument

Opinion

Conclusion

Justification

Pre-test; Marks Out of 10

7, 8, 9 or 10New Set of Spellings

4, 5, or 6Correct Set

0, 1, 2 or 3Additional coaching

An alternative way to administer tests

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“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”

Focus on learning rather than grades

“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”

Chris Watkins, Institute of Education, Aug 2010From an analysis of 100 international studies on how children learn

A System & Structure for Learning

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Clarity

Confusion

The Pit

1. Concept

2. Conflict

2

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Year 5 Concept - Tourism

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Challenge in Nursery at www.jamesnottingham.co.uk

Eureka moments come from challenge

188

Clarity

Confusion

The Pit

1. Concept

2. Conflict

3. Construct

2

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3Eurek

a!