Challenging Learning Webinars

A series of in-depth webinars to inspire and engage all educators

Our webinars are open events available to all subscribers. Each event covers an analysis of research; recommendations for classroom application; and a Q&A session with James Nottingham. They are also the perfect in-depth follow up to our online conference with Jo Boaler on 25 September 2020.

Topics for Series One

A- Enhancing Classroom Talk to Improve Communication, Confidence & Achievement
B- Implementation is Key: How to Ensure Growth Mindset Flourishes Across Your School
C- How Positive Attitudes Towards Mistakes and Failure Develop Social & Emotional Learning
D- Creating a Culture of Challenge, Efficacy & Engagement
E- How to Build a Safe, Engaging & Inviting Learning Culture (Online & On-site)
F- Using the SOLO Taxonomy to Narrow Achievement Gaps

When you buy a SEASON PASS, you will also be given access to the recordings of all the live events.

Revised Schedule

We are delighted to say that Jo Boaler, Professor of Education at Stanford University and co-founder of YouCubed, has agreed to join Challenging Learning for an online conference on 25 September 2020. There is a lot of synchronicity between Dr Boaler’s work and ours – indeed, she included images of the Learning Pit in her most recent book, Limitless Mind. We have therefore been looking for opportunities to work together and are thrilled that she has agreed.

This means that Series 1 of our in-depth webinars have been pushed back to October so that we can balance on-going commitments to our long-term projects and commissioned webinars as well as to these new events.

Challenging Learning Webinars Schedule, October to December 2020

Pricing (in US Dollars)

1 Webinar
$100 pp
$50 pp for teams of 5+

Full Series (6 webinars)
$300 pp
$150 pp for teams of 5+

1 hour of graduate credit available for attending 5+ sessions.

As a small business we really appreciate every ticket purchased. We put a lot of time and effort into preparation, resources and delivery of our events, and always strive to keep our prices down. So, please bear this in mind when purchasing tickets (in other words, don’t be tempted to share logins!) Thank you in advance.

To book onto our webinars, please select from the options below. If you opt for the SEASON PASS, then you will also gain access to recordings of all six topics (perfect if you want to catch up or press pause at any time)

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The Challenging Learning Webinars & Pit Podcasts are presented by James Nottingham, chaired by Carmen Bergmann, and hosted by Sabina Bhugun.

James Nottingham
James Nottingham

James Nottingham is the founding director of Challenging Learning. He is a world-renowned keynote speaker, author of nine books, and creator of the Learning Pit.

Dr Carmen Bergmann
Carmen Bergmann

Carmen is the senior consultant for Challenging Learning in North America. She was a teacher for 11 years; a principal for 12 years; and an assistant superintendent for ROE17 in Central Illinois.

Sabina Bhugun
Sabina Bhugun

Sabina is the Chief Marketing Officer for Challenging Learning, responsible for identifying the professional learning requirements of teachers and leaders around the world.

Challenging Learning Webinars – Flyers

Webinar Topics in Detail

Topic A- Enhancing Classroom Talk to Improve Communication, Confidence & Achievement

Classroom talk leads to significant improvements in text comprehension, as well as gains in students’ inferential comprehension, critical thinking and reasoning. (Murphy, Wilkinson, Soter & Hennessey, 2009). However, teachers generally dominate conversations, talking as much as 70-80% of lesson time (Yair, 2000). So, the first steps to improving classroom talk are for teachers to talk less and for students to improve the quality of their contributions.

As such, this webinar will show the best ways to:

  • Reduce teacher talk so that there is more opportunity for student dialogue
  • Create the conditions in which exploratory talk can flourish face-to-face and through remote learning
  • Identify strategies that will make dialogue more active, meaningful, challenging and collaborative

Check your local times
Webinar 1
Webinar 2 

Topic B- Implementation is Key: How to Ensure Growth Mindset Flourishes Across Your School

Growth Mindset can significantly increase students’ willingness to work towards aspirational goals, overcome difficulties, and respond to feedback constructively. However, the two meta-analyses examining growth mindset in schools show disappointingly low effect sizes (0.21 in 2013 and 0.11 in 2019). This is not because of a lack of potential but due to problems with implementation including, over-simplification, conflicting priorities and mixed messages.

Having co-presented with Carol Dweck at more than 30 conferences, James Nottingham will give you a deep insight into:

  • The nuances behind the research and the urban myths to avoid
  • The systems and patterns of behaviour that may need adjusting to avoid conflict with growth mindset
  • The best strategies for building a growth mindset culture so that everyone in the learning community (students, staff & families) benefit

Check your local times:
Webinar 3 
Webinar 4  

Topic C- How Positive Attitudes Towards Mistakes and Failure Develop Social & Emotional Learning

Students who fear failure or hide mistakes generally respond to setbacks negatively, which in turn leads to self-doubt and a lowering of aspirations and goals. (Haimovitz & Dweck, 2016). Whereas, those who are shown how to examine mistakes and learn from failure are more likely to develop humility, adaptation, and resiliency. Knowing this helps educators to encourage intellectual risk taking and create a safe and thoughtful culture of learning.

This webinar will show the best ways to:

  • Enhance lesson design (online & onsite) to create more opportunities for learning from mistakes
  • Adapt systems and patterns of behaviour to teach students how to respond more positively to the possibilities of failure
  • Demonstrate how failure and mistakes can enhance social and emotional learning

Check your local times:
Webinar 5 
Webinar 6 

Topic D- Creating a Culture of Challenge, Efficacy & Engagement

Performance is enhanced when students strive towards specific and challenging goals (Feldman, 1997). The attainment of those goals is also closely related to self-esteem and self-efficacy (Light, 2001). In other words, when we create the conditions in which students engage in challenging tasks, they achieve more, feel better about themselves and boost their sense of potential. So why do so many students avoid challenge? This webinar will explore some of the reasons and identify what we can do to encourage all students to step out of their comfort zone.

This webinar will cover:

  • Some of the reasons why students all-too-often avoid challenging tasks and how to reverse this trend
  • How the Learning Pit® encourages students to willingly step out of their comfort zone
  • The best strategies for enhancing efficacy and engagement through challenge, questioning, and an emphasis on progress

Check your local times:
Webinar 7  
Webinar 8  

Topic E- How To Build a Safe, Engaging & Inviting Learning Culture (Online & On-site)

A school has a ‘good culture’ when staff live by a set of shared values and students succeed as a result (Bridwell-Mitchell, 2018). Unfortunately, components of a positive culture often get lost amid tangible outcomes such as higher test scores, excellent attendance, and improved graduation rates. Indeed, some commentators even describe culture as a ‘soft’ target. And yet, the evidence is clear – there is a strong and significant correlation between organisational culture and that organisation’s performance, and that culture can be designed and deliberately embedded.

This webinar will show:

  • How a learning culture (online & in-person) is shaped by five interwoven elements, each of which staff have the power to influence
  • A set of values about learning that evidence reviews identify as the most significant for student welfare & growth
  • How mental models drive actions and lead to safe, engaging and inviting cultures of learning

Check your local times:
Webinar 9
Webinar 10  

Topic F- Using the SOLO Taxonomy to Narrow Achievement Gaps

The SOLO Taxonomy (Biggs & Collis, 1982) is “one of the most powerful models for understanding when to move students from surface- to deep-learning” (Hattie, 2013). It aligns to evidence-based practice and helps identify when to move students from ‘knowing’ to making links and connections between different concepts and ideas. It can also be used to design differentiated learning tasks that, when coupled with attainment-based grouping (rather than ability-grouping), can be effective in narrowing achievement gaps.

This webinar will show:

  • How to use SOLO to design differentiated learning tasks that enable students to deepen their learning
  • The ways in which SOLO supports students in developing metacognition, self-regulation, self-efficacy, and engagement
  • How to recognise and respond to each stage of SOLO so as to deepen learning and close the achievement gap for all students

Check your local times:
Webinar 11
Webinar 12  

Schedule:

North & South America

Timings shown for Los Angeles

Topic A 
Oct 3- 08.00-10.30

Topic B
Oct 15- 08.00-10.30

Topic C
Nov 3- 09.00-11.30

Topic D
Nov 5- 13.00-15.30
Nov 21- 08.00-10.30

Topic E
Nov 30- 15.00-17.30
Dec 3- 08.00-10.30

Topic F
Dec 7- 15.00-17.30
Dec 9- 08.00-10.30

Europe & Africa

Timings shown for Stockholm

Topic A
Oct 1- 10.00-12.30
Oct 3- 17.00-19.30

Topic B
Oct 15- 17.00-19.30
Oct 22- 09.30-11.30

Topic C
Oct 29- 08.00-10.30
Nov 3- 18.00-20.30

Topic D
Nov 21- 17.00-19.30

Topic E
Dec 3- 17.00-19.30

Topic F
Dec 9- 17.00- 9.30

Asia Pacific

Timings shown for Sydney

Topic A
Oct 1- 18.00-20.30

Topic B
Oct 22- 18.00-20.30

Topic C
Oct 29- 18.00-20.30

Topic D
Nov 6- 08.00-10.30

Topic E
Dec 1- 10.00-12.30

Topic F
Dec 8- 10.00-12.30

Webinar Topics in Detail

Topic A- Enhancing Classroom Talk to Improve Communication, Confidence & Achievement

Classroom talk leads to significant improvements in text comprehension, as well as gains in students’ inferential comprehension, critical thinking and reasoning. (Murphy, Wilkinson, Soter & Hennessey, 2009). However, teachers generally dominate conversations, talking as much as 70-80% of lesson time (Yair, 2000). So, the first steps to improving classroom talk are for teachers to talk less and for students to improve the quality of their contributions.

As such, this webinar will show the best ways to:

  • Reduce teacher talk so that there is more opportunity for student dialogue
  • Create the conditions in which exploratory talk can flourish face-to-face and through remote learning
  • Identify strategies that will make dialogue more active, meaningful, challenging and collaborative

Check your local times
Webinar 1
Webinar 2 

Topic B- Implementation is Key: How to Ensure Growth Mindset Flourishes Across Your School

Growth Mindset can significantly increase students’ willingness to work towards aspirational goals, overcome difficulties, and respond to feedback constructively. However, the two meta-analyses examining growth mindset in schools show disappointingly low effect sizes (0.21 in 2013 and 0.11 in 2019). This is not because of a lack of potential but due to problems with implementation including, over-simplification, conflicting priorities and mixed messages.

Having co-presented with Carol Dweck at more than 30 conferences, James Nottingham will give you a deep insight into:

  • The nuances behind the research and the urban myths to avoid
  • The systems and patterns of behaviour that may need adjusting to avoid conflict with growth mindset
  • The best strategies for building a growth mindset culture so that everyone in the learning community (students, staff & families) benefit

Check your local times:
Webinar 3 
Webinar 4  

Topic C- How Positive Attitudes Towards Mistakes and Failure Build a Safe & Engaging Learning Culture

Students who fear failure or hide mistakes generally respond to setbacks negatively, which in turn leads to self-doubt and a lowering of aspirations and goals. (Haimovitz & Dweck, 2016). Whereas, those who are shown how to examine mistakes and learn from failure are more likely to develop humility, adaptation, and resiliency. Knowing this helps educators to encourage intellectual risk taking and create a safe and thoughtful culture of learning.

This webinar will show the best ways to:

  • Enhance lesson design to create more opportunities for learning from mistakes
  • Adapt systems and patterns of behaviour to teach students how to respond more positively to the possibilities of failure
  • Demonstrate how failure and mistakes can enhance performance, aspirations and goal setting

Check your local times:
Webinar 5 
Webinar 6 

Topic D- Creating a Culture of Challenge, Efficacy & Engagement

Performance is enhanced when students strive towards specific and challenging goals (Feldman, 1997). The attainment of those goals is also closely related to self-esteem and self-efficacy (Light, 2001). In other words, when we create the conditions in which students engage in challenging tasks, they achieve more, feel better about themselves and boost their sense of potential. So why do so many students avoid challenge? This webinar will explore some of the reasons and identify what we can do to encourage all students to step out of their comfort zone.

This webinar will cover:

  • Some of the reasons why students all-too-often avoid challenging tasks and how to reverse this trend
  • How the Learning Pit® encourages students to willingly step out of their comfort zone
  • The best strategies for enhancing efficacy and engagement through challenge, questioning, and an emphasis on progress

Check your local times:
Webinar 7  
Webinar 8  

Topic E- How To Build a Safe, Engaging & Inviting Learning Culture (Online & On-site)

A school has a ‘good culture’ when staff live by a set of shared values and students succeed as a result (Bridwell-Mitchell, 2018). Unfortunately, components of a positive culture often get lost amid tangible outcomes such as higher test scores, excellent attendance, and improved graduation rates. Indeed, some commentators even describe culture as a ‘soft’ target. And yet, the evidence is clear – there is a strong and significant correlation between organisational culture and that organisation’s performance, and that culture can be designed and deliberately embedded.

This webinar will show:

  • How a learning culture (online & in-person) is shaped by five interwoven elements, each of which staff have the power to influence
  • A set of values about learning that evidence reviews identify as the most significant for student welfare & growth
  • How mental models drive actions and lead to safe, engaging and inviting cultures of learning

Check your local times:
Webinar 9
Webinar 10  

Topic F- Using the SOLO Taxonomy to Narrow Achievement Gaps

The SOLO Taxonomy (Biggs & Collis, 1982) is “one of the most powerful models for understanding when to move students from surface- to deep-learning” (Hattie, 2013). It aligns to evidence-based practice and helps identify when to move students from ‘knowing’ to making links and connections between different concepts and ideas. It can also be used to design differentiated learning tasks that, when coupled with attainment-based grouping (rather than ability-grouping), can be effective in narrowing achievement gaps.

This webinar will show:

  • How to use SOLO to design differentiated learning tasks that enable students to deepen their learning
  • The ways in which SOLO supports students in developing metacognition, self-regulation, self-efficacy, and engagement
  • How to recognise and respond to each stage of SOLO so as to deepen learning and close the achievement gap for all students

Check your local times:
Webinar 11
Webinar 12  

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