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

www.challenginglearning.com

Learning how to learn

Alfred Binet1857 - 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.’

Alfred Binet, creator of the first IQ test

Alfred Binet1857 - 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.’

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

news.bbc.co.uk/1/hi/magazine/8013859.stm

A new curriculum?

“The best schools design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreed entitlement for all the nation’s children.”

“It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools meet day in, day out.”

Mick Watersex-head of QCA and now president of the Curriculum Foundation

An Ethos for Learning

Not all of our questions answered …… but all of our answers questioned

21

?

The Learning Challenge

188

Clar

ityCo

nfus

ion

The Pit

1. Concept

2. Conflict

21

ANALYSEANTICIPATEAPPLYCAUSAL-LINKCHOOSECLASSIFYCOMPARE CONNECTCONTRASTDECIDEDEFINE

DESCRIBE DETERMINEDISCUSSELABORATEESTIMATEEVALUATEEXEMPLIFYEXPLOREGENERALISEGIVE EXAMPLESGIVE REASONS

GROUPHYPOTHESISEIDENTIFYINFERINTERPRETORGANISEPARAPHRASEPREDICTQUESTIONRANKREPRESENT

RESPONDSEQUENCESIMPLIFYSHOW HOWSOLVESORTSUMMARISESUPPORTTESTVERIFYVISUALISE

A selection of thinking skills

136

Attitudes Curiosity Desire to succeed Open-mindedness Resilience Self-Regulation

Knowledge Facts Figures Concepts Ideas

Skills Intellectual Social Communicative Physical

The ASK model – Attitudes, Skills & Knowledge

S

A K

Facts and Concepts

Fact Paris is the capital of France

Concept Capital cities

Knowledge

Understanding

Recent Demo Lesson Concepts

What is a toy? (5 year olds)

Was the mouse telling lies? (7 year olds)

What happens when you die? (11 year olds)

What’s the difference between tragedy and romance? (14 year olds)

What is culture? (15 year olds)

Is zero the same as nothing? (17 year olds)

Example question stems

What is (difference different from?)

What if (everyone was extraordinary?)

Always/never (know?)

How do we know (what love is?)

Why do we (say young people don’t know what love is?)

What is the difference (between ordinary & extraordinary?)

Is it possible (to always be happy?)

When (is happiness a bad thing?)

Who (decides what the natural way is?)

Can we (ever know for sure?)

If A = B then

Does B = A?

Friend Trust

Trust Friend

For example …

Wobblers (If A = B)

54

More videos of challenge

Videos on:

jamesnottingham.co.uk

p4c.com

Youtube.com/jabulani4

Colliding concepts

Truth and Opinion

Biodegradable and Reusable

Hero and Villain

Happy and Content

Dreams and Daydreams

Decision and Order

Child and Youth

Lies and Make-believe

Toys and Books

Karma and Revenge

Worked examples at www.p4c.com

Eureka moments come from challenge

207

Cla

rity

Con

fusi

on

The Pit

1. Concept

2. Conflict

3. Construct

2

1

3

Eureka!

Kriticos = able to make judgements

Critical Thinking

Comes from the Greek, Kriticos

Meaning: able to make judgements

Source: www.etymonline.com

Engage pupils by engaging their minds

142

Stealing is wrong

Robin Hood was right

Developed during World War II, MBTI is a personality indicator designed to identify personal preferences

In a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than others

Sensing

Introversion

Judging

Thinking

Intuition

Extroversion

Perceiving

Feeling

Evidence Gut feeling

Think to talk Talk to think

Definite Possible

Logic/Reason Empathy

Myers Briggs Type Indicator (MBTI)

900+ meta-analyses

50,000+ studies and

240+ million students

What is the typical influence on achievement?

Rank Influence Studies Effects ES1 Assessment capable students 209 305 1.445 Providing formative evaluation 30 78 .90

10 Feedback 1310 2086 .75

Top 75

Other ways to challenge

ReadyFireAim

What’s the point?Learning IntentionsSuccess CriteriaInitial instruction

First attempts by children

Formative assessment and a focus on progress

Learning Intentionso To find out what links the Vikings with North East England

Success Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso 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

Captured Yorvik in 866

Dead warriors went to Valhalla

Eric Bloodaxe died in 954

Gods included Odin, Thor, Frigg & Loki

King Cnut ruled England

from 1016

Did they believe in God?

GateBairns

LadTarn

Thriding

Learning Detectives

Using “aim” to move students into the wobble zone

Learning Intentionso Understand the process of hazard analysis and how it applies to food

Success Criteriao Use technical vocabulary o Identify a wide range of types of hazard o Communicate coherently

Year 6 – All about food

Praise that discourages getting in the pit 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

Trial 1 Trial 34.5

5

5.5

6

6.5

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

@JamesNottinghm

James Nottingham Challenging Learning

slideshare.net/jabulani4

james@p4c.com

jamesnottingham.co.uk

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