Download - Brighton Secondary
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
jamesnottingham.co.uk
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