2. Praise can make pupils scared of challenge Our praise often teaches pupils that easy success means they are intelligent and, by implication, that errors and effort mean they are not. Prof Carol Dweck, Mindset
3. Focusing on learning “Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.” “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 2010 From an analysis of 100 international studies on how children learn
5. The effects of different types of praise Mueller and Dweck, 1998 In six studies, 7th grade students were given a series of nonverbal IQ tests.
6. Mueller and Dweck, 1998 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.”
9. 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 “What a beautiful ballerina!”
24. Fixed vs Growth Mindsets Intelligence can be grown Priority: Become smarter Feel Smart by engaging fully, exerting effort, stretching skills You avoid: Easy, previously mastered tasks, or low level challenge Intelligence is fixed Priority: Look smart Feel smart by achieving low effort success and outperforming others You avoid: higher-performing peers, difficulty and setbacks
32. An alternative way to administer tests Thinking Wondering Decision Understanding Reflection Knowledge Argument Opinion Conclusion Justification Pre-test; Marks Out of 10 7, 8, 9 or 10 New Set of Spellings 4, 5, or 6 Correct Set 0, 1, 2 or 3 Additional coaching 169
35. A selection of thinking skills GROUP HYPOTHESISE IDENTIFY INFER INTERPRET ORGANISE PARAPHRASE PREDICT QUESTION RANK REPRESENT RESPOND SEQUENCE SIMPLIFY SHOW HOW SOLVE SORT SUMMARISE SUPPORT TEST VERIFY VISUALISE 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 137
36. Pick a concept, any concept Foreign Fairness Evidence Tourism Home Truth Language History Names Number Friends Thinking Belonging Knowledge 222
37. Recent Demo Lesson Concepts Is it possible to have no weather? (Yr 7) Are habits the same as addictions? (Yr 8) What’s the difference between tragedy and romance? (Yr 9) What is culture? (Yr 10) Is zero the same as nothing? (Yr 11)
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40. Cognitive Conflict is Key to Engagement But then why was Robin Hood a hero? I know it’s wrong to steal
41. Kriticos = able to make judgments Critical Thinking Comes from the Greek, Kriticos Meaning: able to make judgments Source: www.etymonline.com
42. An Ethos for Learning Not all of our questions answered … … but all of our answers questioned ? 21
44. Challenge with Year 5 pupils Filmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips
45. P4C and thinking skills “No programme I am aware of is more likely to teach durable and transferable thinking skills than Philosophy for Children” Robert Sternberg President of the American Psychological Association 21
46. Eureka moments come from challenge Eureka! Concept Conflict Construct Clarity 1 Confusion 3 2 The Pit 188