Challenging Learning Through Feedback

James Nottingham is co-founder and director of Challenging Learning, a group of companies with 30 employees in 6 countries. His passion is in transforming the most up-to-date research into strategies that really work in the classroom. He is regarded by many as one of the most engaging, thought-provoking and inspirational speakers in education. His first book, Challenging Learning, was published in 2010 and has received widespread critical acclaim. Since then, he has written 6 books for teachers, leaders, support staff, and parents. These books share the best research and practice connected with learning; dialogue; feedback; the learning pit; early years education; and growth mindset.  Before training to be a teacher, James worked on a pig farm, in the chemical industry, for the American Red Cross, and as a teaching assistant in a school for deaf children. At university, he gained a first-class honours degree in education (a major turnaround after having failed miserably at school). He then worked as a teacher and leader in primary and secondary schools in the UK before co-founding an award-winning, multi-million-pound regeneration project supporting education, public and voluntary organisations across north east England. Skolvärlden (Swedish Teaching Union) describes James as “one of the most talked about names in the world of school development” and the Observer newspaper in the UK listed him among the Future 500 - a “definitive list of the UK′s most forward-thinking and brightest innovators.”Jill Nottingham’s background is in teaching, leadership and consultancy.  She has been a teacher and leader in kindergartens and schools in some of the more socially deprived areas of North East England.  During that time, she developed many approaches to teaching children how to learn that are still being used in schools and taught in universities today. Jill has also trained with Edward de Bono at the University of Malta, and has studied for a Masters degree in Education with the University of Newcastle.Jill now leads Challenging Learning’s pre-school and primary school consultancy.  She has written many of the Challenging Learning teaching materials, has edited the others, and is currently writing 3 books for schools and 2 books for pre-schools.  In amongst this she finds time to be the mother of 3 gorgeous children!

"This is a timely well researched, practical view into the teachers’ view of Visible Learning and all this research can do to advance learning for all students. Written in an engaging, example filled, light humorous style it gives the reader some real practical examples of formative assessment strategies, clarity about learning intentions and success criteria, the essence of good lesson design. It’s what we have been waiting for to make Visible Learning come alive for our teachers in the classroom."

• List of FiguresThe Challenging Learning StoryForeword by Shirley ClarkeAcknowledgementsAbout the AuthorsContributorsIntroductionThe Language of LearningChapter 1: Setting the Scene1.0 Why Read Yet Another Book About Feedback?1.1 What Is Feedback?1.2 Assessment: To Sit Beside1.3 Four Levels of Feedback1.4 Matching Feedback to Levels of Understanding (Using the SOLO Taxonomy)1.5 Praise vs. Feedback1.6 Does Grading Count as Feedback?1.7 Other Types of Feedback1.8 Review1.9 Next StepsChapter 2: Current Reality2.0 What Is Your Feedback Like Now?2.1 Characteristics of Excellent Feedback2.2 Corrective, Component and Comprehensive Feedback2.3 Extending Feedback2.4 Review2.5 Next StepsChapter 3: Creating a Culture for Feedback3.0 Feedback Utopia3.1 Ten Ways to Build Towards Feedback Utopia3.2 Review3.3 Next StepsChapter 4: Goals Before Feedback4.0 Feedback Should Refer to Learning Goals4.1 Long-Term and Short-Term Goals4.2 Learning Intentions (LI) and Success Criteria (SC)4.3 How to Design Effective LI and SC4.4 Example LI and SC to Use With Five- to Eleven-Year-Olds4.5 Example LI and SC to Use With Eleven- to Eighteen-Year-Olds4.6 Learning Goals for Working Together4.7 Review4.8 Next StepsChapter 5: Taxonomies to Support Goal Setting5.0 Learning How to Learn5.1 Using Taxonomies Wisely5.2 Bloom’s Taxonomy (and Beyond)5.3 The EDUCERE Taxonomy of Thinking Skills5.4 The ASK Model5.5 Footnote to Taxonomies: Beware!5.6 Review5.7 Next StepsChapter 6: Feedback and the SOLO Taxonomy6.0 The SOLO Taxonomy6.1 How the SOLO Taxonomy Relates to the Learning Challenge6.2 How the SOLO Taxonomy Relates to Feedback6.3 How the SOLO Taxonomy Relates to Learning6.4 The SOLO Treehouse6.5 Review6.6 Next StepsChapter 7: Seven Steps to Feedback7.0 Background7.1 Using the Seven Steps to Feedback7.2 The Seven Steps to Feedback: Some Final Thoughts7.3 But There’s No Time!7.4 Review7.5 Next StepsChapter 8: Tools for Feedback8.0 Using the Learning Challenge to Generate Feedback Questions8.1 Learning Challenge Feedback Questions: Stage 18.2 Learning Challenge Feedback Questions: Stage 28.3 Learning Challenge Feedback Questions: Stage 38.4 Learning Challenge Feedback Questions: Stage 48.5 Learning Detectives8.6 Examples of Clues for Learning Detectives to Search For8.7 Review8.8 Next Steps and Further ReadingRepertoire and Judgement NotesReferencesIndex