List of Figures
The Challenging Learning Story
Foreword by Shirley Clarke
Acknowledgements
About the Authors
Contributors
Introduction
The Language of Learning
Chapter 1: Setting the Scene
1.0 Why Read Yet Another Book About Feedback?
1.1 What Is Feedback?
1.2 Assessment: To Sit Beside
1.3 Four Levels of Feedback
1.4 Matching Feedback to Levels of Understanding (Using the SOLO
Taxonomy)
1.5 Praise vs. Feedback
1.6 Does Grading Count as Feedback?
1.7 Other Types of Feedback
1.8 Review
1.9 Next Steps
Chapter 2: Current Reality
2.0 What Is Your Feedback Like Now?
2.1 Characteristics of Excellent Feedback
2.2 Corrective, Component and Comprehensive Feedback
2.3 Extending Feedback
2.4 Review
2.5 Next Steps
Chapter 3: Creating a Culture for Feedback
3.0 Feedback Utopia
3.1 Ten Ways to Build Towards Feedback Utopia
3.2 Review
3.3 Next Steps
Chapter 4: Goals Before Feedback
4.0 Feedback Should Refer to Learning Goals
4.1 Long-Term and Short-Term Goals
4.2 Learning Intentions (LI) and Success Criteria (SC)
4.3 How to Design Effective LI and SC
4.4 Example LI and SC to Use With Five- to Eleven-Year-Olds
4.5 Example LI and SC to Use With Eleven- to Eighteen-Year-Olds
4.6 Learning Goals for Working Together
4.7 Review
4.8 Next Steps
Chapter 5: Taxonomies to Support Goal Setting
5.0 Learning How to Learn
5.1 Using Taxonomies Wisely
5.2 Bloom’s Taxonomy (and Beyond)
5.3 The EDUCERE Taxonomy of Thinking Skills
5.4 The ASK Model
5.5 Footnote to Taxonomies: Beware!
5.6 Review
5.7 Next Steps
Chapter 6: Feedback and the SOLO Taxonomy
6.0 The SOLO Taxonomy
6.1 How the SOLO Taxonomy Relates to the Learning Challenge
6.2 How the SOLO Taxonomy Relates to Feedback
6.3 How the SOLO Taxonomy Relates to Learning
6.4 The SOLO Treehouse
6.5 Review
6.6 Next Steps
Chapter 7: Seven Steps to Feedback
7.0 Background
7.1 Using the Seven Steps to Feedback
7.2 The Seven Steps to Feedback: Some Final Thoughts
7.3 But There’s No Time!
7.4 Review
7.5 Next Steps
Chapter 8: Tools for Feedback
8.0 Using the Learning Challenge to Generate Feedback Questions
8.1 Learning Challenge Feedback Questions: Stage 1
8.2 Learning Challenge Feedback Questions: Stage 2
8.3 Learning Challenge Feedback Questions: Stage 3
8.4 Learning Challenge Feedback Questions: Stage 4
8.5 Learning Detectives
8.6 Examples of Clues for Learning Detectives to Search For
8.7 Review
8.8 Next Steps and Further Reading
Repertoire and Judgement Notes
References
Index
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."
*Ainsley B Rose, Corwin Consultant*
"This was a thought provoking read and one I will reference over
and over again. The authors have created a thorough reference for
all teachers working to make their feedback impact learning, not
only student learning, but their own. This will be a valuable
reference for educators for years to come. I think that this
reaches beyond classroom walls and will also help administrators
model feedback for teachers and make an impact on the growth of
student achievement."
*Katina Keener, Elementary Principal*
"This book is a must-have for teachers. It’s easy-to-read and
easy-to-implement. Feedback provided at the right time and in the
right manner increases student motivation and learning outcome.
It is relevant for all grade levels."
*Joyce Sager, Reading Teacher for Dyslexic High School
Students*
"A great tool for professional development and personal growth for
any educator. This book is the add-on I need during feedback
sessions. Teachers need the examples and explanations this book
offers."
*Harry Dickens, Education Consultant*
"With the rapid emergence of formative assessment used in support
of learning, refinements also are emerging in our understanding of
how to use of descriptive feedback during learning to promote
student success. This new book provides the most up-to-date
and complete treatment synthesis of those understandings.
Rare is the book that offers guidance both to scholars and
practitioners, but this book does both."
*Rick Stiggins, Assessment Consultant*
"This book is for anyone who wants to help others get better. I
found myself taking notes in chapter after chapter because of the
practical advice based on succinct summaries of research and
evidence. I could incorporate the ideas in my classes the next day.
Nottingham and Nottingham remind us that "to assess" means "to sit
beside." They come alongside us as readers to help us better
understand how to move beyond advice and evaluation to feedback
that leads to improvement."
*Jon Eckert, Associate Professor, Author, The Novice Advantage*
"Feedback – a noun or a verb? A separate practice or an integral
part of the learning process? Something we do ‘to students’ or
‘with students’? The Nottinghams sort it all out for us – the
‘what,’ ‘why,’ and ‘how’ of the process and the practice of
feedback. A simply and elegantly organized book with tons of
resources that guide educators to practice quality feedback. A
‘must read’ for all teacher teams!"
*Barb Pitchford, Co-author*
"This book is an accessible and comprehensive guide - one that
provides the whole picture when it comes to offering quality
feedback to deepen student learning. Each chapter ends with
questions that inspired me to reflect and take a hard look at where
I am in my feedback journey. Busy instructional leaders will
appreciate the organizational structure of the book as well as the
clear definitions and practical examples that can used to help
teachers envision the ideas into practice."
*Abbey S. Duggins, Author and Assistant Principal for
Instruction*
"Finally a practical book on feedback for teachers! The
Nottinghams cut through the hype and misinformation and brings
teachers a valuable tool they will want to revisit often throughout
their career. It is written with the teacher in mind, lesson plan
in hand, and relevant to all in education. The perfect school-wide
book study book!"
*Lisa Cebelak, Education Consultant*
"James and Jill Nottingham have once again equipped educators with
practical applications and examples of how to not only increase
learning, but ensure it will happen at the greatest possible
levels. They provide teachers with strategies for creating the
culture their classrooms need to help students reach the "Eureka
moments" where learning becomes accelerated by the students…and
their desire to grow and learn even more is augmented. Finally,
they deliver rich guiding examples for teachers to increase teacher
clarity through the development of high quality learning intentions
and success criteria to help students know when they have met these
intentions. This is an essential foundational element for feedback
to have a place to originate from and be effective for learning. I
highly recommend this book as a bucket-list read for any
educator!"
*Dave Nagel, Education Consultant and Author*
"Not only does this book support teachers in developing a deep
understanding of quality descriptive feedback, the authors give
practical examples of how to design learning intentions and success
criteria to lift the quality of feedback during lessons. The
authors offer innovative feedback tools based on The Learning
Challenge (The Learning Pit); these innovative tools will support
teachers in ensuring that feedback is reliable and valid when
partnering with students to create a true learning culture!"
*Paul Bloomberg, Education Consultant and Author*
"James Nottingham’s work on Challenging Learning is a
critical element of creating Visible Learners. This new series will
help teachers hone the necessary pedagogical skills of dialogue,
feedback, questioning, and mindset. There’s no better resource to
encourage all learners to know and maximize their impact!"
*John Hattie, Professor & Director, Melbourne Education Research
Institute*
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