Areas of Expertise
Educational research is only as good as its application in a room full of thirty students.
My work focuses on these THREE PILLARS OF HIGH-PERFORMING CLASSROOMS:
- Creating the right conditions for learning
- Mastering the art of teaching, and
- Relentlessly strengthening student outcomes
I don’t sell pre-determined ‘packages.’ Instead, I invite you to choose from the topics below so that I can design a presentation, set of demonstration lessons or action learning cycle that makes an immediate, tangible difference to your staff and therefore, to your students.
CONDITIONS for Learning
Behaviour Management
Research consistently shows that effective behaviour management is ONE OF THE MOST POWERFUL NON-INSTRUCTIONAL FACTORS INFLUENCING STUDENT SUCCESS. If you choose this topic, then feel free to focus on either a) a practical overview of ROUTINES, RESPONSES & RELATIONSHIPS suitable for all teaching staff; and/or b) what the three most deeply held philosophies of behaviour management are and how to create a school-wide policy that allows all three to exist side-by-side without sacrificing the need for consistency across the school.
Creating Culture
Leadership is the second most significant in-school factor—surpassed only by classroom teaching—in its POWER TO INFLUENCE STUDENT OUTCOMES AND ACHIEVEMENT. With wide ranging leadership experience in education and business, James provides middle and senior leaders with CLEAR, ACTIONABLE STRATEGIES FOR SCHOOL IMPROVEMENT. His approach focuses on aligning staff towards a shared vision, identifying the mental models necessary for sustained success, building a deep understanding of educational research, and recruiting the right people to build momentum and embed cultures of learning.
Boosting Student Engagement
There are THREE DIMENSIONS TO ENGAGEMENT: behavioural, emotional, and cognitive. Whilst all three play a crucial role in the classroom, research is clear that the third—cognitive engagement—is the ultimate determinant of whether students truly make sense of their learning. If you choose this topic, the focus will be on intellectual investment, providing staff with PRACTICAL STRATEGIES AND ROUTINES DESIGNED TO BOOST STUDENT ATTENTION AND COMPREHENSION. The topic offers the tools necessary to distinguish between mere ‘busy-ness’ and genuine intellectual investment.
High Expectations
High expectations are not just about setting challenging goals; they are about the CONSISTENT BELIEF AND PRACTICAL SUPPORT THAT ENSURES EVERY SINGLE STUDENT MAKES EXCELLENT PROGRESS. When we get it right, students’ growth ranges from 15 to 40 months progress every 12 months compared to only 0 to 6 months progress when students believe their teachers hold low expectations. Choosing this topic means that we will FOCUS ON THE ACTIONS, PHRASES AND ROUTINES THAT STAFF SHOULD USE to prove to all students that we hold high expectations for them.
The Learning Pit
The Learning Pit aligns perfectly with research into ‘productive struggle’ and ‘desirable difficulties,’ both of which are proven to lead to stronger, more sustained learning outcomes. As the creator of the model, James is uniquely positioned to help schools use the Learning Pit as: a) a BASIS FOR A CULTURE OF CHALLENGE – shifting the narrative so that ‘not knowing’ is seen as a necessary starting point rather than a failure; b) a ROADMAP FOR STUDENTS – providing a visual & conceptual tool for students to plan their next steps & more articulately describe their own progress; and c) a FRAMEWORK FOR TEACHERS – intentionally designing opportunities for deep challenge, reflection and the sophisticated development of thinking skills.
Growth Mindset
Research suggests that a GROWTH MINDSET IS THE FOUNDATION OF ACADEMIC RESILIENCE, yet it is often misapplied as mere ‘positive thinking.’ Having partnered with Carol Dweck on numerous projects, James gives a rare depth of insight into the research, practice – and problems of – growth mindset. Choose from any or all of these approaches: a) PRACTICAL STRATEGIES FOR EMBEDDING GROWTH MINDSET; b) understanding the POWER AND PITFALLS OF GROWTH MINDSET PROJECTS; c) advice for everyone connected with education – staff, parents, community – on ways to boost children’s growth and attitudes towards learning. This topic is also ideal if you'd like James to make a presentation to parents as part of long-term work with your school.
QUALITY of Learning
Challenge
Challenge is the central focus for James Nottingham's work. His first book and the companies he created in seven countries were all named 'Challenging Learning' to reflect this importance. So, choose this topic if you would like him to show you a) how to CREATE OPTIMAL LEVELS OF CHALLENGE FOR ALL STUDENTS; b) the best ways to create learning tasks with low floors, high ceilings; and c) the research that supports the introduction of desirable difficulties that MAKE SHORT-TERM PERFORMANCE HARDER BUT LONG-TERM RETENTION MUCH STRONGER.
Cooperative Learning
COOPERATIVE LEARNING EMPOWERS STUDENTS TO TACKLE SUBJECT MATTER THAT IS OFTEN TOO COMPLEX FOR AN INDIVIDUAL TO MASTER alone. However, it is far more than just ‘working in groups,’ a practice that frequently results in one student leading while others coast. With 38 meta-analyses showing a significant impact on achievement—but only when routines are followed faithfully—this topic is the ideal choice if your students’ group work isn't hitting the mark yet. THE EMPHASIS WILL BE VERY PRACTICAL, FOCUSING ON THE ‘WHAT, WHY, WHEN AND HOW’ OF ROUTINES FOR THE CLASSROOM.
Explicit Instruction
Why leave learning to chance? EXPLICIT INSTRUCTION ENSURES CLARITY BY PROVIDING DIRECT, UNAMBIGUOUS GUIDANCE rather than expecting students to infer key concepts. While some dismiss it as ‘chalk and talk,’ this method is actually highly interactive, utilising FREQUENT CHECKS FOR UNDERSTANDING AND REAL-TIME FEEDBACK TO PREVENT MISCONCEPTIONS. By following the "I Do, We Do, You Do" sequence, Explicit Instruction provides the routines that all students—especially those at risk—need to build firm foundations for learning.
Feedback that Works
We know feedback is powerful, but it’s a double-edged sword. While experts like Dylan Wiliam and Shirley Clarke champion its potential, RESEARCH SHOWS FEEDBACK FAILS—OR EVEN HINDERS LEARNING—IN MORE THAN 30% OF CASES. When you consider that the majority of classroom feedback comes from peers and is often incorrect, the need for a better approach is clear. Choose this topic if you would like to get the effects right by TURNING FEEDBACK INTO A FORMATIVE TOOL THAT IS USED BY ALL STUDENTS CONSISTENTLY AND CLEARLY EVERY SINGLE TIME.
Philosophy for Children (P4C)
Philosophy for Children (P4C) is a powerful INQUIRY-BASED PEDAGOGY THAT CULTIVATES CRITICAL, CREATIVE, CARING AND COLLABORATIVE THINKING. With more than 35 years practising the approach, James Nottingham identifies P4C as the gold standard for achieving holistic educational outcomes. When embedding P4C, staff gain a STRUCTURED FRAMEWORK TO TRANSFORM CLASSROOMS into ‘communities of inquiry,’ where students build on their knowledge, make connections, learn ‘how’ to think (as well as what to think), and value reasoning and reasonableness.
Questioning
High-quality questioning is the most direct lever a teacher has to STEER STUDENT THINKING AND BOOST ENGAGEMENT. As well as checking for understanding, effective QUESTIONING ALSO PROVIDES THE INSIGHTS NEEDED TO ADAPT INSTRUCTION TO MEET STUDENT NEEDS MORE ACCURATELY. However, traditional "Initiate-Respond-Evaluate" (IRE) cycles often stifle deep thinking. So, if you want to know how to build a better approach and move towards exploratory questioning, then choose this topic and James will give you a suite of practical strategies to foster higher-order thinking across all grade levels and subjects.
OUTCOMES of Learning
Depth of Learning
Choose this topic if you would like to know how and when to MOVE STUDENTS FROM SURFACE KNOWLEDGE TO DEEP LEARNING, with particular reference to the SOLO Taxonomy. It can also include: a) a focus on WRITING LEARNING OBJECTIVES that are clearly focused on making progress from knowledge to understanding to application; b) ways to plan for - and articulate - SUCCESS CRITERIA that help students better understand their next learning steps; and c) a clear answer to the often-held debate about whether to use EXPLICIT INSTRUCTION OR INQUIRY-LED LEARNING.
Efficacy
Self-efficacy—the belief a person holds in their ability to influence outcomes—is a CRITICAL PREDICTOR OF ACADEMIC SUCCESS. Students and staff with high self-efficacy approach challenges with a ‘can-solve’ mindset, whereas those with low self-efficacy often feel powerless in the face of failure. CLOSELY TIED TO AGENCY AND GROWTH MINDSET, THIS TRAIT IS A SIGNIFICANT FACTOR IN GROWTH AND IMPROVEMENT. If you choose this topic, James will demonstrate how small, deliberate shifts in language and focus can significantly boost both individual student agency and Collective Teacher Efficacy, which remains one of the most powerful influences on student achievement.
Equity
Equity will be realised when demographics don’t predict outcomes—when the barriers of systems, attitudes, and prejudicial behaviours no longer exist. Choosing this topic means focusing on the research and practical strategies that have been shown time and again to make significant contributions towards equity. These include PREVIEW STRATEGIES that do more to close the gap for disadvantaged students than any other pedagogical approach; EXTENDING THINKING TIME to boost language development and confidence; and using GROWTH MINDSET interventions strategically to convince the most vulnerable students that they also have the capacity to learn and improve.
Formative Practice
FORMATIVE TEACHING TURNS THE CLASSROOM INTO A CONTINUOUS FEEDBACK LOOP, ensuring instruction is always evidence-led. James breaks down the core principles of ‘teaching for impact,’ showing staff how to gather and act on student data before misconceptions set in. It is an essential deep-dive into responsive pedagogy, full of ‘Monday-morning-ready’ strategies that BRIDGE THE GAP BETWEEN CURRICULUM DELIVERY AND STUDENT GROWTH AND UNDERSTANDING.
Progress
Distinguishing between attainment and progress is the cornerstone of accurate school self-evaluation. While attainment measures a student's current standing, PROGRESS CAPTURES THE DISTANCE TRAVELLED AND THE TRUE IMPACT OF TEACHING. This topic dives into the mechanics of the learning journey, empowering staff to identify, track, and celebrate growth in all its forms. From classroom displays and reward systems to more meaningful reporting for parents, James PROVIDES THE TOOLS TO ENSURE THAT EVERY INTERVENTION—AND EVERY CELEBRATION—IS ANCHORED IN MEASURABLE GROWTH.
Practice and Retrieval
IF YOU WANT STUDENTS TO REMEMBER MORE AND FORGET LESS, you need to change how they study. Retrieval practice is the gold standard for long-term recall, focusing on the active effort of remembering rather than the passive act of re-reading. Crucially, James shows your team that THIS ISN'T ABOUT MORE TESTS; IT'S ABOUT BETTER HABITS. You will explore multiple strategies to help students strengthen their ‘memory muscles’ through low-stakes practice, making retrieval a natural and effective part of the daily learning process.