James Nottingham
www.challenginglearning.com 1
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ChallengingLearning.com Facebook.com/ChallengingLearning
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TodaysMeet.com/CL
Challenging Learning
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Resources & Links
“We need more challenge and less
instruction, since it is from challenge that one grows in body, mind and spirit.”
Thinking in Education by Matthew Lipman, 1991
82
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Too Easy
Too Hard
What is challenge? The Teaching Target Model
James Nottingham
www.challenginglearning.com 2
The Teaching Target Model Challenging Learning, 2010, p85
85 Time
Perf
orm
ance
CA
SA
PA
Challenge is “wobble”
youtube.com/challenginglearning
James Nottingham
www.challenginglearning.com 3
If A = B then
Does B = A?
Friend Trust
Trust Friend
For example …
54
Wobbler 1
What is … ?
How do we know what is … ?
Who says what is … ?
What if … ?
Always or never
What’s the difference between … ?
When would … ?
Is it possible to … ?
Should we … ?
Question Starters
Which thinking skills are needed by your students? Challenging Learning, 2010, p136
ANALYSE ANTICIPATE APPLY CAUSAL-LINK CHOOSE CLASSIFY COMPARE CONNECT CREATE DECIDE DEFINE
DESCRIBE DETERMINE DISCUSS ELABORATE ESTIMATE EVALUATE EXPLAIN EXPLORE GENERALISE GIVE EXAMPLES GIVE REASONS
GROUP HYPOTHESISE IDENTIFY INFER INTERPRET ORGANISE PARAPHRASE PREDICT QUESTION RANK REPRESENT
RESPOND SEQUENCE SIMPLIFY SHOW HOW SOLVE SORT SUMMARISE SUPPORT TEST VERIFY VISUALISE
James Nottingham
www.challenginglearning.com 4
Open Questions from Socrates (470 – 399 BC)
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 33
Lesson Plans around concepts Challenging Learning, 2010
James Nottingham
www.challenginglearning.com 5
Clever girl
Bright boy
Brilliant thinker
Gifted musician
He’s a natural
By far the best
Gifted
Mueller and Dweck, 1998
In six studies, 7th grade students were given a series
of nonverbal IQ tests.
68
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
James Nottingham
www.challenginglearning.com 6
Number of problems solved on a 3rd test Mueller & Dweck, 1998
4.5
5
5.5
6
6.5
Trial 1 Trial 3
Effort Praise
Control Praise
Intelligence Praise
68
Application = Value x Expectation Eccles (2000)
Number of students who lied about their score Mueller & Dweck, 1998
68
0
0.1
0.2
0.3
0.4
Intelligence Control Effort
James Nottingham
www.challenginglearning.com 7
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
Say, Avoid, Cringe?
Carol Dweck, Professor of Psychology and author of Mindset
Bright Clever
Good Bad
Stupid Racist
Naughty
Breakthrough www.stonefields.school.nz
James Nottingham
www.challenginglearning.com 8
Breakthrough Stretch Practice
188
Clar
ity
Conf
usio
n
2
1
The Learning Pit Stage 1 & 2
1. Concept
2. Conflict
Challenging Learning,
2010, p188
188
Clar
ity
Conf
usio
n
2
1
The Learning Pit Stage 3
1. Concept
2. Conflict
3. Construct
Challenging Learning,
2010, p 188
3 Eurek
a!
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