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James Nottingham
Challenging Learning
James Nottingham
www.challenginglearning.com
facebook.com/challenginglearning
@JamesNottinghm
Professor John Hattie
Director, Melbourne Education
Research Institute
Chair, Board of the Australian
Institute for Teacher and
School Leaders
@JamesNottinghm
www.challenginglearning.com
1 James Nottingham
Fordeling af effekt fra 60.000 studier omhandlende uddannelse
Visible Learning, Hattie, 2014
Number of Effects
25,000.00
20,000.00
15,000.00
10,000.00
5,000.00
0.00
Dear Charlie Owen Please find enclosed your end of year test results. We are very proud of you as you demonstrated huge amounts of commitment and tried your very best during this challenging year. However, these tests do not assess all of what it is that makes you special and unique. The people who created these tests do not know you the way your teachers do, and certainly not the way your family does. They do not know that you speak two languages, play a musical instrument, are there for your friends, get involved in sports and community groups, or that someEmes you take care of your liFle brother and sister aGer school. The scores you’ve got will tell you something, but they will not tell you everything. @JamesNottinghm
www.challenginglearning.com
2 James Nottingham
Hattie’s Top Ten (so far)
visiblelearningplus.com
Rank
Rank
Influence
Influence
Studies
Studies
Effects
Effects
ES
ES
209
209
51
51
305
305
65
65
1.44
1.44
1.28
1.28
13
13
51
51
107
107
51
51
1.07
1.07
.90
.90
78
78
439
439
.90
.90
.88
.88
1
1
2
2
Assessment
capable
Studerende
giver
sig selvstudents
feedback
3
3
4
4
Response
intervention
Ny start for sto
kole-­‐frafald 5
5
6
6
Providing formative evaluation
Personale-­‐@l-­‐personale feedback Micro teaching
Optagelse og refleksion på @merne 30
30
402
402
7
7
Classroom discussion
Gruppediskussioner 42
42
42
42
.82
.82
Teacher
clarity
Klare læringsinten@oner 343
343
Na
Na
2654
2654
na
na
.77
.77
.75
.75
Feedback
At give studerende feedback 1310
1310
2086
2086
.75
.75
8
8
9
9
10
10
Piagetian programs
Individualiseret læring Teachersyn credibility
Posi@ve på lærerne Comprehensive
OmfaFende støFe interventions
@l studerende med særlige læringsbehov for learning
disabled students
Feedbackspørgsmål
1. Hvad vil jeg
opnå?
2. Hvordan klarer
jeg mig indtil
videre?
3. Hvad er mine
næste skridt?
@JamesNottinghm
www.challenginglearning.com
3 James Nottingham
Criteria for history essays
Secondary students
Introduction
§  4+ sentences
§  Proposition stated
§  Outline of narrative
§  Context of topic
Body of essay
§  3+ paragraphs
§  6+ facts per paragraph
§  Inter-relationships
§  Argument is relevant
§  Quote with source given
“I can actually
see how to
improve, it’s
obvious.”
Conclusion
§  3+ sentences
§  Summation
§  Proof of proposition
§  Specific reference to assess/evaluate
76%
98%
96%
89%
89%
88%
79%
78%
77%
@JamesNottinghm
www.challenginglearning.com
4 James Nottingham
Resultat
Resultat OG progression (indvirkning)
1. Højt R
Lav P
2. Højt R
Høj P
3. Lavt R
Lav P
4. Lavt R
Høj P
0.4
Progression
Pre-Test
@JamesNottinghm
www.challenginglearning.com
✔ ✔ ✔ ✔
✔ ✔ ✔
✔ ✔
✔
✔ ✔ ✗ ✗ ✗ ✔
✗
✗ ✗ ✔
10 - 4
s
gres
o
r
P
= 6
5 James Nottingham
@JamesNottinghm
www.challenginglearning.com
6 James Nottingham
Carol Dweck
Professor of Psychology,
Stanford University
Ava & Ellie were 8
All other swimmers
were 10 – 12
Ava won the 100m
butterfly
Ava was then
disqualified
What do you say to Ava?
@JamesNottinghm
www.challenginglearning.com
7 James Nottingham
Fikseret tankesæt
Dynamisk tankesæt
Intelligens og evner er “konstante”
Jeg er et naturtalent til noget og
håbløs til andet
Intelligens og evner kan “udvikles”
Jeg kan udvikle talent, hvis jeg gør en
indsats, søger hjælp og ændrer
strategi
BEVISE mit værd
FORBEDRE mig
Vælge at blive i min
komfortzone
Vælge at træde ud af min
komfortzone (NUZO)
Alle har deres begrænsninger,
så lad os finde vores styrker
Alle kan blive bedre, så lad os
udfordre os selv
Feedback tydeliggør mine
svagheder & fejltrin
Feedback viser mig, hvordan jeg
kan blive bedre & udvikle mig
Hvis jeg kæmper med noget, betyder
det, at jeg ikke kan klare det
Hvis jeg kæmper med noget,
betyder det, at jeg lærer
@JamesNottinghm
www.challenginglearning.com
8 James Nottingham
Hvor mange af disse udtryk
har du brugt?
Dygtig pige
Kvik fyr
Fremragende til sprog
Musikalsk stortalent
Han er et naturtalent
Langt den bedste
I toppen af klassen
I seks studier fik 7.
klasseselever en serie af
nonverbale IQ tests.
Mueller og Dweck, 1998
@JamesNottinghm
www.challenginglearning.com
9 James Nottingham
Intelligens-ros
“Wow, det er et virkelig godt
resultat. Du må være dygtig til
dette.”
Proces-ros
“Wow, det er et virkelig godt
resultat. Du må have arbejdet
rigtig meget for det.”
Mueller and
Dweck, 1998
Kontrolgruppe-ros
“Wow, det er et virkelig godt
resultat.”
68
Antal problemer som blev løst på den tredje test
Mueller & Dweck, 1998
6.5
6
Indsats-ros
5.5
Kontrolgruppe-ros
5
Intelligens-ros
4.5
Test 1
@JamesNottinghm
www.challenginglearning.com
Test 3
68
10 James Nottingham
Boys get 8 times more criticism than girls (Dweck, 2010)
Interview with Carol Dweck
www.jamesnottingham.co.uk/media/videos
www.ted.com/talks/
carol_dweck_the_power_of_believing_that_you_can_improve
@JamesNottinghm
www.challenginglearning.com
11