HLTA Conference: Making an Impact James Nottingham www.p4c.com www.jamesnottingham.co.uk
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HLTA Conference: Making an Impact
James Nottingham www.p4c.comwww.jamesnottingham.co.uk
3 suggestions for making an impact
1. Focus on learning rather than
grades
2. Praise for growth
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
Spellings tests: the work of the devil
Can we reward progress instead?
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
(P) Review
ReviewPreview
Praise can put children off challenge
Our praise often teaches pupils that
easy success means they are intelligent and, by implication, that errors and effort mean they are not.
Prof Carol Dweck, Mindset
The wrong type of 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
Intelligence Control Effort0
0.1
0.2
0.3
0.4 Chart Title
Number of children who lied about their score
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