north east summit
DESCRIPTION
I will use these slides for my presentation in the Provoke Zone at the North East Summit, Wynyard Hall, 14th Oct 2010TRANSCRIPT
“Progress is impossible without change, and those who cannot change their minds cannot change anything.”
George Bernard Shaw (1856 – 1950)
Challenging Learning & Sustaining Success
www.jamesnottingham.co.uk
Contact Details
jamesnottingham.co.uk
challenginglearning.com
p4c.com
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Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
L
E
V
E
R
A
G
E
Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
Philosophy for Children (P4C)
Filmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips
Philosophy for Children
“No programme I am aware of is more likely to teach durable and transferable thinking skills than Philosophy for Children”
Robert Sternberg
President of the American Psychological Association
The impact of Mental Models
Mental Models that suit P4C
Lessons should begin with pupils’ questions
MM’s that do NOT suit P4C
Lessons should begin with “curriculum” questions
Understanding should be drawn out of pupils
Knowledge has to be introduced to pupils
Unresolved problems often lead to enhanced learning
Problems need to be resolved
Process comes first Curriculum comes first
Examples in my book, Challenging Learning
MM: Praise boosts self esteem & achievement
Clever girl!
Gifted musician
Brilliant mathematician
Bright boy
Top of the class!
Nice try
www.carol-dweck.co.uk
Carol Dweck
Mueller and Dweck, 1998
In six studies, 7th grade students were given a series of nonverbal IQ tests.
First set of problems were challenging but well within their range
After their success, children received one of three forms of praise
Intelligence praise Process praise Control-group praise
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
Intelligence Control Effort0
0.1
0.2
0.3
0.4 Chart Title
Number of children who lied about their score
Impact of Mental Models
With a new mental model
(we should praise for progress & effort, but not for intelligence)
how would your systems & structures change?
21
?
Impact of Mental Models
21
MM: Feedback is a key part of learning
S&S: Give pupils grades
Spellings tests: the work of the devil
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
An alternative way to administer tests
169
“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 rather than 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
A System & Structure for Learning
188
Clarity
Confusion
The Pit
1. Concept
2. Conflict
2
1
Year 5 Concept - Tourism
222
Challenge in Nursery at www.jamesnottingham.co.uk
Eureka moments come from challenge
188
Clarity
Confusion
The Pit
1. Concept
2. Conflict
3. Construct
2
1
3Eurek
a!