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Challenging Learning Template One

Challenging Learning, LNNZ, May 2012

James Nottinghamwww.challenginglearning.com

Scandinavians talk about curling parents

Learning how to learnAlfred Binet1857 - 1911What (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 - 1911Some recent philosophers have given their moral approval to the deplorable verdict that an individuals intelligence is a fixed quantity, one which cannot be augmented. We must protest and act against this brutal pessimism it has no foundation whatsoever.

Self-fulfilling prophecies

Dweck & Hattie: We should focus on progress, not rank order92

85

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900+ Meta-analyses (covering 50,000+ studies)

20092011

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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.10

Every student should be making progress of 0.4 effect size every yearHow do you know what progress your students are making?

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

Where are we going and how will we know were there?Success Criteria Know when and where the Vikings came from Identify names and places associated with the Vikings Ask relevant questions about the Vikings

VikingsRape & pillageHorned helmetsLongshipsNorse languageAD 700 - 1100Why did they attack Lindisfarne?Dragon shipsDid they believe in God?GateBairnsLadTarnThriding

Marzano groups of 3 work bestInformalFormalLong-term

VikingsRape & pillageHorned helmetsLongshipsNorse languageAD 700 - 1100Why did they attack Lindisfarne?Dragon shipsCaptured Yorvik in 866Dead warriors went to ValhallaEric Bloodaxe died in 954Gods included Odin, Thor, Frigg & LokiKing Cnut ruled England from 1016Did they believe in God?GateBairnsLadTarnThriding

Sharp pencilTitleDateCapital LettersFull stopsDescribe the characterDescribe the placeFirst, next, then, finallyAnd, but, so, while, because

Fun action words (bounded, sprang)

Rhyming words (loud, proud, crowd)

Introduction4+ sentencesProposition statedOutline of narrativeContext of topic

Body of essay3+ paragraphs6+ facts per paragraphInter-relationshipsArgument is relevantQuote with source given

Conclusion3+ sentencesSummationProof of propositionSpecific reference to assess/evaluate as last sentence

LiteracySpelling accuracyGrammar structures

Marking sheet for history essays (Frank Egan)I can actually see how to improve, its obvious.

Visible Learning for Teachers (Hattie, 2011), pp 121

The art of effective teaching is to provide the right form of feedback at, or just above, the level at which the student is working with one exception do not mix praise into the feedback prompt, because this dilutes the effect!

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.21

Praise that dilutes the positive effect of feedback

Clever girl!Gifted musicianBrilliant mathematicianBright boyTop 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 praiseWow, thats a really good score. You must be smart at this.

Process praiseWow, thats a really good score. You must have tried really hard.

Control-group praiseWow, thats a really good score.

Mueller and Dweck, 1998

Number of problems solved on a 3rd test

Not everything countsNot everything that counts can be counted, and not everything that can be counted counts

Sign hanging in Einstein's office at Princeton

Boys get 8 times more criticism than girls

The effects of praiseSwimmingYou do your best swimming when you concentrate and try your best to do what Chris is asking you to doBalletYoure 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.Youre 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.Youre 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

We all have beliefs about intelligence & talents

People who believe intelligence comes mainly from nature have a fixed mindsetProfessor Carol Dweck, StanfordPeople who believe intelligence comes mainly from nurture have a growth mindset

Fixed Mindset Intelligence and ability are fixed Nature determines intelligence

Priority Prove myself Succeed with little effort, as this proves I am clever

Response to Difficulties Feel inferior or incapable Try guessing the answers or copying others

Motto If you have to try, you must be stupid

Growth Mindset Intelligence and ability can be grown & improved Nurture plays a big role

Priority Improve myself To learn as much as possible

Response to Difficulties Feel inspired to try new strategies Seek advice & coaching

Motto No pain, no gain

Learning Detectives

Socratic questionsAre 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?

Wouldnt that mean that ?What are the consequences of that?

Clarify

Reasons

Assumptions

Viewpoints

Effects

What are the best ways to challenge all our learners?

challenginglearning.com

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james@p4c.com

@JamesNottinghm