Slides used with the "New Boost" group of teachers in Bergen on 7th Nov 2012

1. New Boost, Bergen
November 2012
ChallengingLearning.com
james@p4c.com
@JamesNottinghm
Facebook.com/ChallengingLearning

2. Eccles
(2000)
Application = Value x Expectation

3. 76%
98%
96%
89%
89%
88%
79%
78%
77%

4. Carol Dweck, Professor of Psychology and author of Mindset

5. Mainly nature Mainly nurture
Innate talents & Incremental talents &
intelligence intelligence
Fixed Growth

7. This is a self-portrait by 3 year old Aelita Andre

8. Jamaica 1 – 2 – 3

9. Nature
Nurture

10. Olympic coverage broadcast by the BBC on 9th August 2012

13. Fixed Mindset Growth Mindset
Intelligence and ability are fixed Intelligence and ability can grow
Naturedetermines talents Nurture determines abilities
I am naturally good at some things I have developed my talents
I’ll always struggle with some things Potential is there to be realised
My priorities My priorities
o Prove myself o Improve myself
o Succeed easily o Take challenges
o Avoid failure of any sort o Learn from my mistakes
My mottos My mottos
o No pain, no pain o No pain, no gain
o Only stupid people have to try o Learners always try hard
o Effortlessly superior o There’s always room to improve

14. A few things we can do to develop growth mindsets
1.Talk about building talents rather than spotting gifts
2. Shift the paradigm of expectation
3. Throw obstacles in the way
4. Praise actions, not children
5. Balance success with challenge
6. Preview
7. Train those brains

15. Curling parents (and teachers?)

18. Progress Chart
100 70
90 60
80 50
70 40
60 30
50 20
40 10
30 0
Aug Sept Oct Nov Dec Jan Feb

20. Marking sheet for history essays (Frank Egan)
Introduction Conclusion
 4+ sentences  3+ sentences
 Proposition stated  Summation
 Outline of narrative  Proof of proposition
 Context of topic  Specific reference to
assess/evaluate as last sentence
Body of essay Literacy
 3+ paragraphs  Spelling accuracy
 6+ facts per paragraph  Grammar structures
 Inter-relationships
“I can actually see how to
 Argument is relevant
improve, it’s obvious.”
 Quote with source given

22.  Preview clubs
 Home-prep
 Pre-course reading
 Small group preview
This will give your child
an advantage next
week
Previewing can double
the rate of pupil
progress (Hattie, 2012)

23. 95 94 94
88 87 88
75 78 82
62 68 77
55 58 58
40 42 45

24. Pre-test
✔ ✔
✔
✔
✔
✗ 10 −
✔
✔
✗
✗ 4
✔
✔
✔
✗ = 6
✔ ✗
✔ ✗
✔ ✔

26. Sharp pencil ✔
Title ✔
Date ✔
Capital Letters ✔
Full stops ✗
Describe the character ✔
Describe the place ✗
First, next, then, finally ✔
And, but, so, while, because ✗
Fun action words (bounded, sprang) ✔
Rhyming words (loud, proud, crowd) ✔

27. Progress needs a destination
A: “Which road do I take?”
CC: "Where do you want to
go?”
A: "I don't know.”
CC: "Then it doesn't matter.
If you don't know where you
are going, any road will get
you there.”
From Alice in Wonderland by Lewis Carol

30. Example question starters
What is …
How do we know what is … Who decides what is …
What if …
Always or never
When would …
What is the difference between …
Is it possible to …
Should we …

31. Example questions (from 14 year olds)
1. How can I be sure who I really am?
2. Why is indifference frowned upon?
3. Would you be the same person if you had a different name?
4. Are we really able to change the future or do we just like to think we
can?
5. What if no one could understand each other?
6. What if everyone in the world had to speak the same language?
7. Is everything possible in animation?
8. Are we responsible for our own beliefs or do they come from our
parents and from society?
9. Who says whether change is positive or negative?
10. Why do we say there is a heaven and hell?

32. Socratic questions
Clarify Are you saying that …?
Can you give us an example of …?
Reasons Why do you say that …?
What reasons support your idea?
Assumptions Are you assuming that …?
What would happen if …?
How could we look at this in a different way?
Viewpoints
What alternatives are there to this?
Wouldn’t that mean that …?
Effects
What are the consequences of that?

33. A selection of thinking skills
ANALYSE DESCRIBE GROUP RESPOND
ANTICIPATE DETERMINE HYPOTHESI SEQUENCE
APPLY DISCUSS SE SIMPLIFY
CAUSAL- ELABORATE IDENTIFY SHOW HOW
LINK ESTIMATE INFER SOLVE
CHOOSE EVALUATE INTERPRET SORT
CLASSIFY EXEMPLIFY ORGANISE SUMMARISE
COMPARE EXPLORE PARAPHRA SUPPORT
CONNECT SE
GENERALISE TEST
CONTRAST PREDICT
GIVE VERIFY
DECIDE EXAMPLES QUESTION
VISUALISE
DEFINE GIVE RANK
REASONS REPRESEN
T

34. How do we improve achievement for all?
Achievement is more likely to be increased when
students …
 Accept rather than discount feedback
 Benchmark to difficult rather than to easy goals
 Compare themselves to subject criteria rather than to
other students
 Possess high rather than low efficacy to learning
 Effect self-regulation and personal control
John Hattie, 2009

35. Links
ChallengingLearning.com
james@p4c.com
@JamesNottinghm
Facebook.com/ChallengingLearning