Slides used by James Nottingham at River Gum Arts Centre on 10th May 2011

1. Graduate Workshop, 10th May 2011 James Nottingham www.p4c.com www.jamesnottingham.co.uk

2. 3 suggestions for making an impact Focus on learning rather than grades Develop attitudes and skills, as well as knowledge Preview as well as review

3. Focus on learning, not grades “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

4. Well-meaning but potentially damaging praise Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best

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.”

7. Number of problems solved on a 3rd test

8. Boys get 8 times more criticism than girls

9. Rewards, rewards, rewards 10/10

10. 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 brilliant ballerina you are!” A new Dawn (Fraser) ?

11. Comparing test scores 92 85 73 64 43 32 90 86 78 70 41 35 90 85 84 78 40 34

12. Tests, tests, tests … Tests

13. Tests can reinforce ability “labels”

14. Grades that focus on learning 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

15. Number of students who lied about their score

16. John Hattie’s Visible Learning (2009)

18. (2) Piagetian programs 1.28 Student

19. (3) Formative evaluation 0.90 Teaching

20. (4) Micro teaching 0.88 Teacher

21. (5) Acceleration 0.88 School

22. (6) Classroom behavioural 0.80 School

23. (7) Interventions for SEN 0.77 Teaching

24. (8) Teacher clarity 0.75 Teacher

25. (9) Reciprocal teaching 0.74 Teaching

26. (10) Feedback 0.73 Teaching

27. (11) Staff-student relationships 0.72 Staff

29. Stimulates a thoughtful, proactive response on the part of the learner

30. Allows for learning from mistakes8

31. The impact of different types of assessment 30% gain Positive Top 25% + Bottom 25% - No gain Top 25% + Bottom 25% - No gain 185 Butler (1997)

32. Feedback is … Ready Fire Aim

33. Practise the right thing!

35. Social

36. Communicative

38. Desire to succeed

39. Open-mindedness

40. Resilience

42. Figures

43. Concepts

45. Rules, rules, rules

46. (P) Review Review Preview

47. Contact Details www.jamesnottingham.co.uk james@p4c.com www.challenginglearning.com