Alongside his workshop on this topic, NACE Associate Ed Walsh shares five ways to refresh your approach to GCSE science for high-attaining students...

1. Think BEYOND the exams 

First, let me make clear that I’m not arguing for a dilution of effort with students being prepared for examination. Good GCSE grades are important, providing passports to the next phase. There’s also a risk that if highly able students don’t get top grades in science, they may assume this field is not for them and pursue other avenues.

However, focusing your attention beyond the exams – and encouraging learners to do the same – has two immediately obvious benefits. For many students, seeing the subject in a wider context is in fact exactly what they need to engage them whilst working towards exams. Second, if students see science as more than a “hard slog” driven by GCSE exam preparation, it is more likely they will look favourably on science and other STEM subjects when considering options post-16. 

2. Don’t rely on the assertion that “science is everywhere” to convince students they should study it

I often hear words to this effect when interviewing teacher training candidates, and I’m never very impressed. Whilst obviously true, it may not carry much weight with an unconvinced 15-year-old. As the EEF report Improving Secondary Science suggests, there is a difference between students seeing science as generally significant and powerful (which many of them do), and seeing it as personally relevant or “for them”.

There’s scope here for us to rethink the way we “sell” science. While pointing out its prevalence can be useful, we also need to highlight the wide range of skills and ideas it develops – thinking logically, analysing evidence, identifying causal links – which have currency far beyond any narrowly defined scientific context.  Being good at science opens far more doors than just the ones that lead to research labs.

3. Provide opportunities for meaningful science experiences…

Recent research suggests that higher rates of science capital correlate with a stronger likelihood of learners pursuing continuing education, training and employment in STEM subjects. Of the four components of science capital – what you know, how you think, what you do and who you know – the formal science curriculum is generally pretty good at developing the first two. However, it’s in everyone’s best interests for science departments to expand their focus on the latter two – what you do and who you know – particularly where learners have few opportunities to develop these outside school.

To address the “what you do” component, seek out and promote opportunities for learners to engage with science and to see science in action – such as science-related news stories and documentaries, local visits and events, and extracurricular hobbies and interests. Where possible, build on learners’ existing interests and activities.

4. … and inspiring encounters

“Who you know” is also key. It can be incredibly powerful for a young person to have someone say to them, as an individual, that they’d be good at being a scientist, studying engineering, going into technology or taking maths to a higher level. Lots of STEM professionals had this experience – a key encounter with someone from their extended family, local community or through an organised activity. 

For many young scientists these experiences and encounters don’t necessarily happen through school – but for some if they don’t happen through school they probably won’t at all. Examples I’ve seen recently paying dividends in this area are the Greenpower Challenge and, for A-level students, Nuffield Research Placements. The services of a good STEM Ambassador are a real asset too.

5. Reframe the goals of KS3

During secondary science CPD events, I often ask: “Is your KS3 course doing its job?” This starts as a discussion about the role of key ideas and developing enquiry skills in preparation for GCSE. However, we could also make the case for KS3 being judged on its capacity to inspire and engage. Do learners get to see how science not only changes lives but can be engaging, intriguing and rewarding? Do activities make students not just “GCSE ready”, but confident and capable? As Henry Ford said, “Whether you think you can or think you can’t, you’re probably right.”

With experience as a secondary head of science, county science adviser and a regional and senior adviser for the Secondary National Strategy, Ed Walsh is an independent consultant in science education. With a proven track record in helping schools improve their science provision, he has published widely in the field, and developed and delivered training for teachers and heads of science, including on behalf of organisations such as ASE and AQA. As a NACE associate, Ed designs and delivers training and resources to support effective teaching and learning for the more able in science.

This blog post was originally published in a longer form at SchoolsImprovement.net

Additional reading and resources 

• NACE Essentials: Realising the potential of more able learners in GCSE science
  
• NACE Essentials: CEIAG for more able learners
  
• Webinar: Science capital – putting the research into practice
  
• Webinar: Effective questioning in science

To access these resources, log in to the NACE members’ site.

NACE is collaborating with York St John University on research and resources to help schools support more able learners with high levels of perfectionism. In this blog post, the university’s Luke F. Olsson, Michael C. Grugan and Andrew P. Hill outline the current research in this field and how growing awareness of the problem can be used to reshape classroom climates for the better.

The need to be or appear perfect pervades all aspects of society. In education, this is evident in that the experiences of many students appear to be underpinned by irrational beliefs that they need to perform perfectly. Perfectionism – an aspect of people’s personality that involves unrealistically high standards and overly critical evaluation – is therefore a particularly important characteristic to examine when considering the experiences of students.

Recent research suggests that perfectionism has become a hidden epidemic among students over the last 30 years, with students now more perfectionistic than ever before. In addition, this complex characteristic has been found to explain a wide range of outcomes among students. On one hand, some aspects of being perfectionistic are related to better academic performance. But, on the other hand, other aspects of perfectionism have been found to be significant sources of psychological distress for students, including burnout and depression.

Regarding more able learners, one interesting study of 10 samples including over 4,000 students found that intellectually gifted students tend to display higher levels of aspects of perfectionism than non-gifted students. One implication is that more able students are potentially at greater risk for mental health and wellbeing issues. This is evident in other research which has found that while more able students perform better academically, they can also be unhappier, lonelier, and have lower self-esteem. Tellingly, this may also be why more able students often respond to failure and setbacks more negatively.

As a consequence of what we have learned from research, it is apparent that more may need to be done to better support perfectionistic more able learners. Critically, if more able learners display signs of mental health difficulties, they need to be referred to a mental health professional. As such, those who work with more able students will need to be able to recognise when this might be the case. Improving mental health literacy among teachers is one way to do so.

There is also a great deal that can be done in regard to preventing mental health difficulties before they arise. We believe that prevention efforts aimed at reducing perfectionism are particularly important in this regard. One new area of research focuses on understanding how the environment created in achievement contexts such as the classroom can be designed in a way to discourage perfectionistic thinking among students. Our work in this area suggests that perfectionistic environments can involve a number of features including unrealistic standards (e.g. demanding extremely high standards regardless of ability), harsh criticism (e.g. fixating on minor mistakes and errors), manipulation and control (e.g. public punishments and rewards to motivate students), and anxiousness (e.g. signalling excessive concern over mistakes).

As awareness of the negative effects of perfectionism for more able learners students increases, there will be a greater emphasis on what teachers can do to support students. We believe that reshaping the classroom climate and making it less perfectionistic is one way teachers can help do so, and combat the hidden epidemic of perfectionism in young students.

NACE, York St John University and Haybridge High School (a NACE R&D Hub leading school) are currently trialling new resources to help schools raise awareness about perfectionism and support students with high levels of perfectionism. Watch out for updates in our monthly email newsfeed.

• Click here for a selection of core slides
• And read on for seven ideas shared by NACE members…

1. Maths masterclasses 

2. Peer mentoring 

3. KS2-3 collaboration

4. The Scholars Programme

5. Community Skills Week

6. External speakers

7. Big Board Games Day

Christabel Shepherd, Executive Headteacher of Bradford’s Copthorne and Holybrook Primary Schools, shares 10 tried-and-tested approaches to developing Tier 2 and 3 vocabulary.

"They just haven’t got the words!” This is something I have heard a number of times in my teaching career. As all teachers know, the consequence of children ‘not having the words’ means they are unlikely to be able to express themselves clearly. They may not be able to get the most from the experiences we offer. They are often judged by individuals beyond the school as lacking ability. They may display frustration and a lack of self-belief which, in turn, can lead to low levels of resilience and, in the case of many of the children I’ve taught, a tendency to be passive learners.

Above all, the vocabulary gap exacerbates social disadvantage. We have all seen the effects that result when children don’t have the words they need to truly express themselves, and to paint a true and vivid picture in the mind of a reader or listener. We also know that a focus on oracy and ‘closing the vocabulary gap’ opens the doors of opportunity for children and allows them to soar.

Challenge for all

At both the schools I lead, ‘challenge for all’ is a non-negotiable and at the heart of our ethos and vision. Both schools are members of NACE, and we believe that providing challenge for all our learners develops ability, raises aspirations, engenders resilience and is a key feature of a high-quality education.

Central to providing ‘challenge for all’ is a focus on high-quality language acquisition and use by pupils. How can we challenge learners effectively if there is a notable vocabulary gap, especially in terms of pupils’ knowledge, understanding and use of Tier 2 and 3 vocabulary? How can we embed higher order questioning and higher order thinking skills if the children can’t access the language?

Teaching Tier 2 and 3 vocabulary

I think most of us feel comfortable teaching Tier 3 vocabulary. It’s usually technical, often subject-specific, and we teach this in a very direct and focused way through a rich curriculum where key words and their meaning are explored and used in context.

Tier 2 vocabulary can be more difficult for children to grasp. It often expresses ‘shades of meaning’ which can be extremely subtle, and much of it relies on an experience and understanding of root words, prefixes and suffixes. As teachers, we are so used to experiencing these words or skilled at working out what they mean that we may assume they and their meaning are familiar to children too.

It is vital, therefore, if we want our children to engage effectively with the whole curriculum, articulate their thoughts, learning and aspirations, and access real challenge, that we have a whole-school focus on closing the vocabulary gap. We must directly teach and promote the understanding and use of Tier 2 and 3 vocabulary.

If you visit Copthorne Primary, where this approach is fully embedded, you will find wonderfully articulate young people. Our children are confident, active learners who relish a challenge and are not afraid to question adults, direct their own learning and express their views and opinions. Just being in their company for a few minutes makes my day.

Take a look at the Copthorne Pupil Parliament on YouTube (it’s just four minutes). Most of the children you’ll see arrived at the school with no English and are now able to think and speak fluently in at least two languages. Here’s how we do it…

1. Five-minute stories

Present children with three or four age/stage-appropriate Tier 2 words. The words must be those they have met before or have roots, prefixes or suffixes which they have experience of. Give them five minutes to write an engaging short story which must include the given words. This gives children the opportunity to use these words in their correct context, applying their developing knowledge of the shades of meaning, whilst developing long-term memory of the vocabulary. We adapted this idea from Chris Quigley who suggests using this strategy with words from year group spelling lists. Similarly, Tier 3 vocabulary can be developed by asking children to use a given selection of words in a summary about their learning in a particular subject.

2. Silent discussions

Get learners to discuss a topic through written communication only, using given Tier 2 or 3 vocabulary.

3. Model the language

When modelling writing, act out how to ‘think like a writer’, justifying and explaining your word choice, especially around synonyms from Tier 2. 4Talking school Provide opportunities and groupings for talk in every subject to ensure it absolutely pervades the whole curriculum. For example, try talk partners, debating, school council, drama or film-making. Use the ‘Big Questions’ resources at oxplore.org to promote debate and encourage the use of high-level vocabulary in context.

5. Language-rich environment

On every display, pose key questions using the appropriate technical vocabulary. This includes a ‘challenge’ question using Tier 2 vocabulary. Expect a response to the questions from the children. Display an appropriately aspirational (Tier 2) ‘word of the week’ in each classroom. After they’ve worked out its meaning, encourage the children to use it in their talk and writing and find its synonyms and antonyms.

6. Weekly vocabulary lessons

Take an object or theme and, using pictures, sound and film, support children in developing their high-quality descriptions using Tier 2 and 3 vocabulary, as well as more metaphorical language.

7. Reading across the curriculum

Maximise every opportunity in all subjects to teach reading skills and explore Tier 3 vocabulary in context. Use guided reading as an opportunity to really explore and pull apart those ‘shades of meaning’ for Tier 2 words in a range of text types. This allows for those rich conversations about specific word choice, meaning and effect.

8. Reciprocal reading

Introduce pupils to a whole-class text in small, manageable chunks. At the same time, thoroughly explore all new Tier 2 vocabulary. Encourage the children to use the words’ roots, context and any relevant existing knowledge to clarify meaning. Taking the time to explore misconceptions in reading and vocabulary use is a key feature of reciprocal reading and stops children from ‘glossing over’ words they don’t recognise.

9. Headteacher’s book club

Introduce extended guided reading groups for more able readers in Y5 and 6. Issue a challenging text to learners, along with an initial focus, and give pupils two to four weeks of independent reading time. Then meet together to share afternoon tea, discuss the book and explore new Tier 2 and 3 vocabulary. Encourage the children to use the new words in their writing and talk activities.

10. Year group writing events

Stage events such as an alien landing to stimulate pupils’ imagination and provide a specific context for the use of given Tier 2 and 3 words.

This article was originally published in Teach Reading & Writing magazine.

Christabel Shepherd is a NACE Associate and Trustee, and Executive Headteacher of Copthorne and Holybrook Primary Schools. She has extensive experience of leading on school-wide provision for more able learners, having used the NACE Challenge Framework to audit and develop provision in two schools, with both going on to achieve the NACE Challenge Award. Christabel regularly contributes to NACE's CPD programme, as well as delivering bespoke training and consultancy to help schools develop their provision for more able learners within an ethos of challenge for all.

Not yet a NACE member? Find out more, and join our mailing list for free updates and free sample resources.

In this article, originally published on the Psychology Today website, NACE patron Richard Bailey explores the problem(s) with praise…

There have been a number of reports and research articles trying to help teachers distinguish between effective and ineffective practices. One useful example comes from the University of Durham, when a team led by Professor Robert Coe reviewed a wide range of literature to find out what works, and what probably does not, in the Sutton Trust report What makes great teaching? Review of the underpinning research (2014).

Among the report’s examples of teaching techniques whose efficacy is not supported by research evidence was the widely discredited idea of "learning styles," as well as commonly used practices like "ability grouping" and "discovery learning." Even more surprising for many readers, perhaps, was the inclusion of "Use praise lavishly" in the list of questionable strategies. This is likely to be surprising because praise for students is seen as inherently affirming and beneficial by many people and is a core element of a positive philosophy of teaching, coaching, and parenting. In a similar way, criticism is now frequently condemned for being negative and harmful.

There are school programs and sports organisations based explicitly on the dual premises of plenty of praise and minimal criticism. And the rationale for this is usually that praise bolsters self-esteem and criticism harms it. In effect, this is the "gas gauge" theory of self-esteem, in which praise fills up the tank with good feelings and social approval, and criticism drains it.

Creating positive learning experiences

How can one not applaud the movement towards more positive approaches to education and sports? Especially for young people, these settings should be joyous, exciting experiences, and we know from vast amounts of research evidence from the United States and elsewhere that this is not always the case (link) (link).

We know, for example, that bullying, harassment and abuse still hide in dark corners, and that far too many parents, coaches, and teachers confuse infant needs with adult wants and infant games with professional competitions. We also know that such behaviours drive children away from engagement in and enjoyment of these pursuits because young people, if not all adults, know that learning, playing sports, and taking part in other activities are supposed to be fun.

Consider sports specifically for a moment. Research from the United States suggests that sports participation drops by 30% each year after age 10. According to a report from the National Alliance for Youth Sports, over 70% of children drop out of organised sports by age 13.

Numerous studies report that many children are put off participating in sports by an over-emphasis on winning and that this effect is especially strong among girls. Children are too often presented with a narrow and uninspiring range of opportunities, and while many love team games and athletic events, others find these traditional forms of physical activity irrelevant, boring, or upsetting.

Remember: this pattern of children dropping out from sports is happening as the health and happiness of young people are being compromised by unprecedented levels of physical inactivity. With activity levels low, and predicted to go even lower, we cannot afford to turn children off sports, and the movement toward more positive athletic experiences is undoubtedly a movement in the right direction.

There is a danger, though, in embracing praise as wholeheartedly and unconditionally as some parents, coaches, and teachers seem to have done.

When praise goes wrong…

Praise for students may be seen as affirming and positive, but a number of studies suggest that the wrong kinds of praise can be very harmful to learning. Psychologist Carol Dweck has carried out some of the most valuable research in this regard. In one study from 1998, fifth-graders were asked to solve a set of moderately difficult mathematical problems and were given praise that focused either on their ability ("You did really well; you're so clever") or on their hard work ("You did really well; you must have tried really hard”). The children were then asked to complete a set of more difficult challenges and were led to believe they had been unsuccessful. The researchers found that the children who had been given effort-based praise were more likely to show willingness to work out new approaches. They also showed more resilience and tended to attribute failure to lack of effort, not lack of ability. The children who had been praised for their intelligence tended to choose tasks that confirmed what they already knew, displayed less resilience when problems got harder, and worried more about failure.

What many might consider a common-sense approach – praising the child for being smart, clever, or "a natural" – turned out to be an ineffective strategy. The initial thrill of a compliment soon gave way to a drop in self-esteem, motivation, and overall performance. And this was the result of just one sentence of praise.

Some researchers have argued that praise that is intended to be encouraging and affirming of low-attaining students actually conveys a message of low expectations. In fact, children whose failure was responded to with sympathy were more likely to attribute their failure to lack of ability than those who were presented with anger. They claim:

“Praise for successful performance on an easy task can be interpreted by a student as evidence that the teacher has a low perception of his or her ability. As a consequence, it can actually lower rather than enhance self-confidence. Criticism following poor performance can, under some circumstances, be interpreted as an indication of the teacher's high perception of the student's ability.”

So, at the least, the perception that praise is good for children and criticism is bad needs a serious rethink: praise can hinder rather than help development and learning if given inappropriately. Criticism offered cautiously and wisely can be empowering.

Well-chosen criticism over poorly judged praise

These findings would seem to call for a reconsideration of a very widely held belief among teachers and coaches that they should avoid making negative or critical comments, and that if they must do so, then they should counter-balance a single criticism with three, four, or even five pieces of praise. This assumption is clearly based on the "gas gauge" model of self-esteem described earlier, viewing any negative comment as necessarily damaging, and requiring positive comments to be heaped around it in order to offset the harm.

I am unaware of any convincing evidence that criticism or negative feedback necessarily causes any harm to children's self-esteem. Of course, abusive comments and personal insults may well do so, but these are obviously inappropriate and unacceptable behaviours. Well-chosen criticism, delivered in an environment of high expectations and unconditional support, can inspire learning and development, whilst poorly judged praise can do more harm than good. Even relatively young children can tell the difference between constructive and destructive criticism, and it is a serious and unhelpful error to conflate the two.

We actually know quite a lot about effective feedback, and that knowledge is summarised nicely by the educational researcher John Hattie: "To be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students’ prior knowledge, and to provide logical connections.”

I suggest that it would be extremely difficult to deliver feedback that is clear, purposeful, etc. in the context of voluminous praise. Eventually, the parent, teacher, or coach simply ends up making vague, meaningless or tenuous platitudes. And this can cause more damage to the learner-teacher relationship than criticism.

Build confidence by being present

The psychoanalyst Stephen Grosz describes a conversation he had with a school teacher named Charlotte Stiglitz – the mother of the Nobel prize-winning economist Joseph Stiglitz:

"I don't praise a small child for doing what they ought to be able to do," she said. "I praise them when they do something really difficult – like sharing a toy or showing patience. I also think it is important to say ‘thank you’, … but I wouldn't praise a child who is playing or reading.”

Grosz watched as a four-year-old Stiglitz showed her a picture he had been drawing. She did not do what many would have done (including me when I taught this age group) and immediately praise such a lovely drawing. Instead, she had an unhurried conversation with the child about his picture. “She observed, she listened. She was present,” Grosz noted.

I think Stephen Grosz’s conclusion from this seemingly everyday event is correct and important: being present for children builds their confidence by demonstrating that they are listened to. Being present avoids an inherent risk associated with excessive praise, as with any type of reward, that the praise becomes an end in itself and the activity is merely a means to that end. When that happens, learning, achievement, and the love of learning are compromised. 

Praise is like sugar. Used too liberally or in an inappropriate way, it spoils. But used carefully and sparingly, it can be a wonderful thing!

This article previously appeared in Psychology Today (https://www.psychologytoday.com/us/blog/smart-moves). 
Copyright Richard Bailey