General Description

In this keynote, James Nottingham will cover: 

1. How the Pygmalion Effect (how teachers view their students) intersects with the Galatea Effect (how students see themselves) and how they both relate to students’ motivation 

2. Some of the best strategies for boosting self-efficacy and independent learning in all students 

3. Ways to help students improve their willingness and ability to apply their learning in different contexts

 Audience

Early Childhood, Primary, Secondary Teachers and School Leaders

 Teaching Standards

1.5.2 Proficient Level - Know students and how they learn - Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Develop Page 1 teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities

 Are you in NSW? If so, this is relevant for you

This course may contribute towards Elective PD hours. Visit https://educationstandards.nsw.edu.au for more details.


Course curriculum

  • 1

    Introduction

    • Introduction
  • 2

    Galatea and Pygmalion Effect in Education

    • Galatea and Pygmalion Effect in Education

    • Reflection #1
  • 3

    Understanding the Concept of Efficacy

    • Understanding the Concept of Efficacy

    • Reflection #2
  • 4

    Celebrating Progress to Improve Efficacy

    • Celebrating Progress to Improve Efficacy

    • Refelction #3
  • 5

    Replacing Ability Groups with Fluid Groups and Using Preview to Show that Application Matters

    • Replacing Ability Groups with Fluid Groups and Using Preview to Show that Application Matters

    • Reflection #4
  • 6

    The Importance of Feedback in Improving Efficacy and Encouraging Students Through the Learning Pit

    • The Importance of Feedback in Improving Efficacy and Encouraging Students Through the Learning Pit

    • Reflection #5
  • 7

    Course Highlights and Powerpoint Slides

    • Course Highlights

    • Presentation
  • 8

    Feedback

    • Feedback

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