Slides used in Sollentuna, Sweden on the 19th August 2013

1. challenginglearning.com
@JamesNottinghm
james@jnpartnership.com
facebook.com/challenginglearning

2. Children learn (sometimes better) without us

3. Top 3 Feedback Questions
1. Where am I
going?
2. How much
progress have I
made so far?
3. What are my
next steps?

4. Maths criteria sheet
www.brightonsc.vic.edu.au

5. Writing Checklist
www.hipsburn.northumberland.eschools.co.uk
For example
The mud is
squelchy and
sticks to my
wellies like syrup
The ogre in my
story is really
quite shy but he
pretends to be
brave and a bit
bossy
Learning goal
To use descriptive
words when writing
about places and
characters

6. Sharp pencil
Title
Date
Capital Letters
Full stops
Describe the character
Describe the place
First, next, then, finally
And, but, so, while, because
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Fun action words (bounded, sprang) ✔
Rhyming words (loud, proud, crowd) ✔
1. Draft
2. Assess
3. Edit
4. Mark
5. Complete
www.hipsburn.
northumberland.
eschools.co.uk

7. Introduction
 4+ sentences
 Proposition stated
 Outline of narrative
 Context of topic
Body of essay
 3+ paragraphs
 6+ facts per paragraph
 Inter-relationships
 Argument is relevant
 Quote with source given
Conclusion
 3+ sentences
 Summation
 Proof of proposition
 Specific reference to assess/evaluate
History Marksheet by Frank Egan
www.aranmore.wa.edu.au
“I can actually
see how to
improve, it’s
obvious.”

8. Collect
Samples
1. Best
2. Good
3. Average

9. Previewing can
double the rate of
pupil progress
(Hattie, 2012)
 Preview clubs
 Home-prep
 Pre-course reading
 Small group
preview
Preview

10. Homework – average effect size = 0.29
Hattie, 2009
ES = 0.01 ES = 0.54
Preview
0.90

11. a. Gains in national tests
b. Pupils supporting views
with reasons
c. Teachers using open-
ended questions (in
other subjects)
d. Number of questions
asked by pupils
e. Percentage of pupils
engaged throughout
f. Incidences of
supporting what others
have said
g. Incidences of
challenging what others
have said
h. Quality of the dialogue
Progress in
P4C

12. From Challenging Learning, 2010

13. 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% -
The impact of grades & comments
Ruth Butler (1997)

14. Assessing does not
mean threatening
(Clermont Université)
Performance
Mastery
Low Value
British Journal of Educational
Psychology, March 2013
Negative effect
on girls
Negative effect
on boys
High grades for
both

15. Do NOT look inside the box
Derren Brown: Trick or Treat

16. Learning Detectives

17. Listening
Asking questions
Concentrating
Giving reasons
Paraphrasing
Connecting
Connectives
Adverbs
Metaphors
Learning Detectives
www.amble.firstschool.org.uk

18. Individual Targets
www.amble.firstschool.org.uk

19. He’s making good progress
She is a delight to have in class and always
tries her best
If he tried harder, he could
really excel
A for effort
Always polite
and willing to
try
He has the
confidence to
say no

20. Achievement AND impact
Impact (progress)
Achievement
1. High A
Low P
2. High A
High P
3. Low A
Low P
4. Low A
High P
0.4

21. NAPLAN Scores, Year 9
Secondary College, Melbourne

22. Reading Scores
Primary School, Victoria

23. ✔
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Pre-Test
410 - = 6

24. Grade Effort

25. Breakthrough
www.stonefields.school.n
z

26. Breakthrough
Stretch
Practice

27. The Language of Learning

28. challenginglearning.com
@JamesNottinghm
james@jnpartnership.com
facebook.com/challenginglearning