Workshops by James Nottingham

The Presenter: James Nottingham

James Nottingham is the creator of The Learning Pit; author of 9 books; founder of Challenging Learning; and employer of 30 staff in 6 countries. He has been a teacher’s aide, teacher and leader across the 3-19 age range, as well as director of an award-winning social regeneration project in north east England. He is a sought-after keynote speaker, regularly headlining national and international conferences. He has been on many speaking tours with John Hattie, Carol Dweck and others, and is described by Skolvärlden (Swedish Teaching Union) as “one of the most talked about names in the world of school development”. Recently, he was listed among the Future 500 – “a definitive list of the UK’s most forward thinking and creative innovators.”

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"James Nottingham is one of the most talked about names in school development in the world today. His main message is focused on the development of pupils, not their achievement."
Education World 2014


"If you want an inquisitive and enthusiastic learning environment in the classroom and if you want to enhance your students' self-esteem, then you should read Encouraging Learning. It gives you practical tips on how you can get just that by focusing on concepts such as self-esteem, feedback and reflection."

All Skolvärden (Teacher Magazine) 2013

"Challenging Learning is the best company in Scandinavia to work with if you really want to understand how to make the most of my Visible Learning research."

Prof John Hattie

University of Melbourne

Guiding Students Through the Learning Pit

James Nottingham created The Learning Pit to encourage his students to step out of their comfort zone and seek challenges that will deepen their learning. Today, the model is used around the world to enhance students’ language of learning, metacognition, resilience and curiosity. It also helps teachers identify when to move students from surface-to deep-learning, as well as providing a framework for effective questioning.

Seven Steps to Maximising the Impact of Feedback

Feedback is one of the most significant influences on student learning. At least, that is what research by Hattie, Wiliam, Lysakowski, Walberg, and others suggests. Yet, it is also one of the most variable: more than a third of the studies show a negative outcome on student learning. Added to that, 80% of the verbal feedback that students receive during the day comes from other students, and most of it is wrong. Imagine if we could address these problems and get the effect of feedback right more of the time! This workshop with James Nottingham will point you in the right direction!

Using Growth Mindset to Enhance Students’ Learning Focus

Thousands of teachers around the world have introduced growth mindset to their students in the expectation that it will enhance learning and build resilience. However, the two meta-analyses examining the impact of growth mindset show a disappointingly-low effect (0.1 to 0.19, less than half of the typical effect). The main cause of this is that too many schools have a performance-focus and are therefore unable to make the most of growth mindset; indeed, growth mindset might be contradictory and therefore an unhelpful distraction in these circumstances.

Deepening Learning by Enhancing Classroom Talk

Dialogue can lead to significant gains in learning (Effect size 0.82, from Murphy, Wilkinson, Soter & Hennessey, 2009). However, classroom talk is all too often dominated by teachers: Gad Yair found that teachers talk 70-80% of lesson time; that the amount they talk increases as the year level rises and the numbers of students in each class decrease! (Yair, 2000). During times of remote learning things rarely improved; in fact, in some cases, it worsened still. 

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