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Slides used by James Nottingham for the opening keynote at the Learning Network NZ conference, on 28th July 2011
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Challenge, Wobble and Roll
James Nottingham www.p4c.comwww.jamesnottingham.co.uk
78
“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”
Focusing on learning
“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
What is …. ?
The Learning Challenge
188
Clar
ityCo
nfus
ion
The Pit
1. Concept
2. Conflict
21
ANALYSE
ANTICIPATE
APPLY
CAUSAL-LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
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
A selection of thinking skills
136
Recent Demo Lesson Concepts
What is a toy? (Prep)
Was the mouse telling lies? (Yr 1/2)
What happens when you die? (Yr 6)
What’s the difference between tragedy and romance? (Yr 9)
What is culture? (Yr 10)
Is zero the same as nothing? (Yr 11)
Challenge with young children
More videos of challenge
Videos on:
jamesnottingham.co.uk
p4c.com
Youtube.com/jabulani4
Being in the pit represents cognitive conflict
142
Stealing is wrong
Robin Hood was right
Eureka moments come from challenge
207
Cla
rity
Con
fusi
on
The Pit
1. Concept
2. Conflict
3. Construct
2
1
3
Eureka!
Praise that discourages pupils getting in the pit
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
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!”
