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Growing to Learn; Learning to Grow
Aranmore Catholic College, March 2012
„We now accept the fact that learning is a
lifelong process of keeping abreast of
change. And the most pressing task is to
teach people how to learn.‟
Peter Drucker, 1909–2005
(Described by Business Week as ‘the man who
invented management’)
jamesnottingham.co.ukchallenginglearning.com
www.challenginglearning.com
“Some men are born great, some achieve
greatness and others have greatness thrust upon
them”
Malvolio, Twelfth Night
Francis Galton was the first
to use the term “Nature vs.
Nurture”
In 1854, he published an
article exploring whether
social behaviour was a
result of genetics or
environment (eg. are
criminals born or created?)
Galton was a cousin of
Charles Darwin
Nature vs Nurture
What has made these two people successful?
Oscar Pistorius Usain Bolt
Did they develop their genius or were they born with it?
Leonardo da Vinci Steve Jobs
Are their talents innate or incremental?
Joanne Kathleen Rowling Sally Morgan
Were these two born to be entrepreneurs?
Rupert Murdoch Richard Branson
Mozart – a child prodigy?
What level of plasticity do our brains have?
Nature vs Nurture?
Learning how to learn
Alfred Binet
1857 - 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.‟
Intelligence is not fixed (Binet, 1909)
Alfred Binet
1857 - 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.‟
Independent and
intellectual
Like to be different
Intuitive and
sympathetic
Vague & careless
Sharp and quick-
witted
Procrastinator
Strongly
determined
Self indulgent
Very versatile and
adaptable
Inconsistent
Shrewd and
cautious
Indecisive & moody
Broad-minded and
expansive
Bossy & intolerant
Practical and
diligent
Overcritical & harsh
Easygoing and
sociable
Prone to daydream
Powerful and
passionate
Obsessive
Intellectual and
philosophical
Tactless & restless
Very disciplined and
focused
Fatalistic
Aquarius Pisces Aries
Taurus Gemini Cancer
Leo Virgo Libra
Scorpio Sagittarius Capricorn
Number of words heard by children
A child in a welfare-dependent family hears on average 616 words an hour
A child in a working-class home hears on average 1,251 words an hour
A child in a professional home hears on average 2,153 words an hour
Number of words spoken by the time children are 3
500
700
1100
Hart &Risley, 1995
By the time they start school
Some children
start school
knowing 6,000
words.
Others, just
500 words.
Rowntree Foundation
http://news.bbc.co.uk/1/hi/ma
gazine/8013859.stm
From The Brain RulesBy John Medina
Nature vs Nurture?
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 inspiredto try new
strategies
Seek advice& coaching
Motto
No pain, no gain
Then in school, we use terms such as …
Gifted, Bright
Average
Special Needs
Self-fulfilling prophecies
Praise that encourages a fixed mindset includes …
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
4.5
5
5.5
6
6.5
Trial 1 Trial 3
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!”
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
900+ meta-analyses
50,000+ studies and
240+ million students
What is the typical influence on achievement?
A common scale for measuring progress in student achievement
Maths level
An Effect Size
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
0
5000
10000
15000
20000
25000N
o. of E
ffects
Visible Learning, John Hattie
Negative Positive
Bottom 75
Teachers’ subject knowledge (0.09)
Professor David Starkey, CBE
Bottom 75
Ability grouping doesn‟t seem to be the answer
Ability grouping doesn‟t seem to be the answer
Average effect size of all strategies = 0.4
(Hattie)
Ability grouping (general) 0.17
High ability students 0.09
Medium ability students 0.51
Low ability students - 0.60
Rank Influence Studies Effects ES
1 Assessment capable students 209 305 1.44
5 Providing formative evaluation 30 78 .90
10 Feedback 1310 2086 .75
Top 75
Independent Learners self-assess accurately
Other ways to challenge
Ready
Fire
Aim
What‟s the point?
Learning Intentions
Success Criteria
Initial instruction
First attempts by children
Formative assessment and
a focus on progress
Learning Intentions
o To find out what links the Vikings with North East England
Success Criteria
o Know when and where the Vikings came from
o Identify names and places associated with the Vikings
o Ask relevant questions
Ready: Learning Intentions & Success Criteria
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 Bloodaxedied in 954
Gods included Odin, Thor, Fri
gg & Loki
King Cnut ruled England
from 1016
Did they believe in God?
GateBairns
LadTarn
Thriding
Learning Detectives
Learning Intentions
o Understand the process of hazard analysis and how it
applies to food
Success Criteria
o Use technical vocabulary
o Identify a wide range of types of hazard
o Communicate coherently
Year 7 – Food Unit
Formative vs. Summative assessment
Group Feedback Pre-Post Gain Attitudes
A Comments
only
B Marks only
C Marks and
comments
30% gain
No gain
No gain
Positive
Top 25% +
Bottom 25% -
Top 25% +
Bottom 25% -
Butler (1997)
@JamesNottinghm
James Nottingham
Challenging Learning
slideshare.net/jabulani4
jamesnottingham.co.uk
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