James Nottingham www.challenginglearning.com 1 JamesNo*ngham.co.uk ChallengingLearning.com Facebook.com/ChallengingLearning @JamesNo*nghm TodaysMeet.com/CL Challenging Learning Ask questions today 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
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RESPOND SEQUENCE SIMPLIFY SHOW HOW SOLVE SORT SUMMARISE SUPPORT TEST VERIFY VISUALISE
James Nottingham
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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
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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.
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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
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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
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Application = Value x Expectation Eccles (2000)
Number of students who lied about their score Mueller & Dweck, 1998