frederiksberg aug 2014

James Nottingham

www.challenginglearning.com 1

JamesNo*ngham.co.uk

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Challenging Learning

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Resources & Links

“We need more challenge and less

instruction, since it is from challenge that one grows in body, mind and spirit.”

Thinking in Education by Matthew Lipman, 1991

82

CA

SA

PA

Current Ability

Subconscious Ability

Potential Ability

Too Easy

Too Hard

What is challenge? The Teaching Target Model

James Nottingham


The Teaching Target Model Challenging Learning, 2010, p85

85 Time

Perf

orm

ance

CA

SA

PA

Challenge is “wobble”

youtube.com/challenginglearning

James Nottingham


If A = B then

Does B = A?

Friend Trust

Trust Friend

For example …

54

Wobbler 1

What is … ?

How do we know what is … ?

Who says what is … ?

What if … ?

Always or never

What’s the difference between … ?

When would … ?

Is it possible to … ?

Should we … ?

Question Starters

Which thinking skills are needed by your students? Challenging Learning, 2010, p136

ANALYSE ANTICIPATE APPLY CAUSAL-LINK CHOOSE CLASSIFY COMPARE CONNECT CREATE DECIDE DEFINE

DESCRIBE DETERMINE DISCUSS ELABORATE ESTIMATE EVALUATE EXPLAIN EXPLORE GENERALISE GIVE EXAMPLES GIVE REASONS

GROUP HYPOTHESISE IDENTIFY INFER INTERPRET ORGANISE PARAPHRASE PREDICT QUESTION RANK REPRESENT

RESPOND SEQUENCE SIMPLIFY SHOW HOW SOLVE SORT SUMMARISE SUPPORT TEST VERIFY VISUALISE

James Nottingham


Open Questions from Socrates (470 – 399 BC)

Are you saying that …? Can you give us an example of …?

Why do you say that …? What reasons support your idea?

Are you assuming that …? What would happen if …?

How could we look at this in a different way? What alternatives are there to this?

Wouldn’t that mean that …? What are the consequences of that?

Clarify

Reasons

Assumptions

Viewpoints

Effects 33

Lesson Plans around concepts Challenging Learning, 2010

James Nottingham


Clever girl

Bright boy

Brilliant thinker

Gifted musician

He’s a natural

By far the best

Gifted

Mueller and Dweck, 1998

In six studies, 7th grade students were given a series

of nonverbal IQ tests.

68

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

James Nottingham


Number of problems solved on a 3rd test Mueller & Dweck, 1998

4.5

5

5.5

6

6.5

Trial 1 Trial 3

Effort Praise

Control Praise

Intelligence Praise

68

Application = Value x Expectation Eccles (2000)

Number of students who lied about their score Mueller & Dweck, 1998

68

0

0.1

0.2

0.3

0.4

Intelligence Control Effort

James Nottingham


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

Say, Avoid, Cringe?

Carol Dweck, Professor of Psychology and author of Mindset

Bright Clever

Good Bad

Stupid Racist

Naughty

Breakthrough www.stonefields.school.nz

James Nottingham


Breakthrough Stretch Practice

188

Clar

ity

Conf

usio

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2

1

The Learning Pit Stage 1 & 2

1. Concept

2. Conflict

Challenging Learning,

2010, p188

188

Clar

ity

Conf

usio

n

2

1

The Learning Pit Stage 3

1. Concept

2. Conflict

3. Construct

Challenging Learning,

2010, p 188

3 Eurek

a!