Challenging Learning: Theory, Effective Practice and Lesson Ideas to Create Optimal Learning Conditions for Learning with Pupils Aged 5 to 18

Table of Contents:
CHAPTER ONE: What is Challenging Learning? 3 Teacher or Natalie the Navigator 4 Inspiration for the Title, Challenging Learning 6 FACTS: the Facets of Effective Education 7 Research Stresses the Importance of Feedback and Challenging Goals CHAPTER TWO: Feedback 12 The What and When of Feedback 15 Is All Feedback Positive? 16 What Type of Feedback is Best? 18 Dialogue as Feedback 20 The Community of Inquiry 21 Philosophy for Children 25 Formative and Summative Feedback 26 Marking 29 Peer and Self-review 31 Peer Review Template (ASK) 35 Praise 36 Pupil-to-Teacher Feedback 37 Video and Computer Feedback 38 Top 10 FACTS for Feedback CHAPTER THREE: Application 45 Application Key Points 47 Valuing Learning Goals 48 Learning How to Learn 50 The ASK Model 53 Attitudes 54 Class Attitudes Not Rules 59 Skills 61 Teaching with the ASK Model 62 Knowledge 63 Review and Preview 67 Carol Dweck's Mindset Theories 70 The Challenge of Mindsets 72 Final Quotes on Application 74 Top 10 FACTS for Application CHAPTER FOUR: Challenge 81 Introduction 83 What is Challenge? 84 The Teaching Target Model 92 In the 'Zone' with Lev Vygotsky 93 Types of Challenge 94 Wobblers 105 Scaffolders 109 Socratic Questions (CRAVE Questions) 113 Concept Stretchers 122 Top 10 FACTS for Challenge CHAPTER FIVE: Thinking 129 Why Teach Thinking? 130 Beyond Bloom 131 Thinking and Education 134 UK Test Questions 137 Types of Thinking to Teach 140 Against Teaching Thinking 142 Cognitive Conflict 148 Critical, Creative, Caring and Collaborative Thinking 154 Top 10 FACTS for Thinking CHAPTER SIX: Self-esteem 161 Introduction to Self-esteem 162 Maslow's Hierarchy of Needs 164 Two Sides to Self-esteem 167 Building Self-esteem with Praise 178 Top 10 FACTS for Self- esteem CHAPTER SEVEN: The Learning Challenge 185 Background to The Learning Challenge 187 Conditions for Success 189 Stages of The Learning Challenge 190 The Learning Challenge in Action 196 Stage 1: CONCEPT 198 Stage 2: CONFLICT 201 Stage 3: CONSTRUCT 211 Stage 4: CONSIDER 214 Some Final Thoughts on The Learning Challenge CHAPTER EIGHT: Lesson Ideas 222 An A to Z of Concepts 231 Culture 242 Dreams 250 Fairness 258 Growth and Change 272 Heroes 283 Identity 291 Knowledge 301 Proof and Evidence 308 Reality 320 Shape

About the Author :
James Nottingham is Director of his own company, Sustained Success. Having taught across the 3 - 19 age range, he supports schools with teaching and learning, leadership and creativity. Based in Northumberland (UK), he leads keynote speeches, demonstration lessons and interactive workshops around the world.

Review :
"An inspirational guide to creating lessons that are thought-provoking and meaningful, whilst at the same time theoretically sound." - Professor Carol Dweck, Stanford University, USA Challenging Learning goes back to first principles. Looking at what matters between teacher and learner; relationships, purpose, learning through mistake, and understanding the process. It is an uplifting read.A" - Mick Waters, Professor of Education and President of the Curriculum Foundation, UK "An accessible and well-informed guide to teaching in a way that actively stretches young minds rather than merely tries to fill them up." - Professor Guy Claxton, University of Winchester, UK "Challenging Learning is readable, entertaining and, of course, challenging! As a school resource it will support you to develop teaching and learning and provides a wealth of ideas and resources to develop pupils' thinking, confidence and motivation. Its publication is timely as we introduce the new primary curriculum and the much needed focus on creativity and skills.A" - Sue Turner, Headteacher of Sandringham Primary School, Doncaster, UK If more teachers were to use the interactive classroom strategies suggested by James Nottingham in his book, students would surely grow into more careful thinkers, teachers would gain greater skill in conducting their classroom dialogues and who knows, the world might become a thoughtful place.A" - Professor Art Costa, California State University, USA