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Challenging Learning, LNNZ, May 2012
James Nottingham www.challenginglearning.com
Scandinavians talk about ‘curling parents’
Learning how to learn
Alfred Binet1857 - 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.’
Alfred Binet, creator of the first IQ test
Alfred Binet1857 - 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.’
Self-fulfilling prophecies
Dweck & Hattie: We should focus on progress, not rank order
92
85
73
64
43
32
90
86
78
70
41
35
90
85
84
78
40
34
900+ Meta-analyses (covering 50,000+ studies)
2009 2011
Every student should be making progress of 0.4 effect size every year
How do you know what progress your students are making?
Learning Intentionso To find out what links the Vikings with North East England
Where are we going and how will we know we’re there?
Success Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions about the Vikings
Vikings Rape & pillage
Horned helmets
Longships
Norse language
AD 700 - 1100Why did they
attack Lindisfarne?
Dragon ships
Did they believe in God?
GateBairns
LadTarn
Thriding
Marzano – groups of 3 work best
Informal
Formal
Long-term
Vikings Rape & pillage
Horned helmets
Longships
Norse language
AD 700 - 1100Why 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?
GateBairns
LadTarn
Thriding
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, it’s
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!”
Praise that dilutes the positive effect of feedback
Clever girl!
Gifted musician
Brilliant mathematician
Bright boy
Top 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 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
5
5.5
6
6.5
Effort Praise
Control Praise
Intelligence Praise
Number of problems solved on a 3rd test
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
Boys get 8 times more criticism than girls
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!”
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
We all have beliefs about intelligence & talents
People who believe intelligence comes mainly from nature have a ‘fixed’ mindset
Professor Carol Dweck, Stanford
People 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 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
What are the best ways to challenge all our
learners?
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