graduate forum 10th may 2011
DESCRIPTION
Slides used by James Nottingham at River Gum Arts Centre on 10th May 2011TRANSCRIPT
Graduate Workshop, 10th May 2011
James Nottingham www.p4c.comwww.jamesnottingham.co.uk
3 suggestions for making an impact
1. Focus on learning rather than
grades
2. Develop attitudes and skills, as
well as knowledge
3. Preview as well as review
“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”
Focus on learning, not 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 2010From an analysis of 100 international studies on how children learn
Well-meaning but potentially damaging praise
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
Rewards, rewards, rewards
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) ?
Comparing test scores
92
85
73
64
43
32
90
86
78
70
41
35
90
85
84
78
40
34
Tests, tests, tests …
Tests
Tests can reinforce ability “labels”
Thinking
Wondering
Decision
Understanding
Reflection
Knowledge
Argument
Opinion
Conclusion
Justification
Pre-test; Marks Out of 10
7, 8, 9 or 10New Set of Spellings
4, 5, or 6Correct Set
0, 1, 2 or 3Additional coaching
Grades that focus on learning
169
Intelligence Control Effort0
0.1
0.2
0.3
0.4 Chart Title
Number of students who lied about their score
John Hattie’s Visible Learning (2009)
Influence Effect Size Domain (1) Self-report grades 1.44 Student (2) Piagetian programs 1.28 Student (3) Formative evaluation 0.90 Teaching (4) Micro teaching 0.88 Teacher (5) Acceleration 0.88 School (6) Classroom behavioural 0.80 School (7) Interventions for SEN 0.77 Teaching (8) Teacher clarity 0.75 Teacher (9) Reciprocal teaching 0.74 Teaching (10) Feedback 0.73 Teaching (11) Staff-student relationships 0.72 Staff (12) Spaced vs. mass practice 0.71 Teaching
Feedback is a major influence on learning
Feedback
Feedback is one of the most powerful influences on learning IF it:
Relates to clear and specific goals
Stimulates a thoughtful, proactive response on the part of the
learner
Allows for learning from mistakes8
The impact of different types of assessment
185
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% -
Butler (1997)
Feedback is …
ReadyFireAim
Practise the right thing!
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
Do not kill the cat!
Rules, rules, rules
(P) Review
ReviewPreview
