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It’s all in the mindset! Developing a growth mindset culture
T&L Briefing 2nd March 2016
+Wider Reading
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Complete the self evaluation by placing a mark on the arrow where you think you fall.
Growth or Fixed
https://www.youtube.com/watch?v=ELpfYCZa87g
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How often do you hear students say these things in your lessons?“I’m no good at this sort of question”
“I can’t study, I always forget things”
“I’m no good at maths so there is no point”
“This is too hard , I will never get this”
“I’m not as intelligent as she is”
Do you ever find yourself saying any of these?“ You are really talented at that –well done”
“ Why are you messing around in class – you are really intelligent and it is such a waste”
“Some students would love to have your ability – stop wasting your time”
“You’re bright – this should be easy for you”
“This bit will be no problem for intelligent people like you”
+Which student is more common in your classroom?
Student AI feel smart……When I don’t make any mistakes.When I am the first one to finish work and it is perfect.When something is easy for me and others can’t do it.I believe that if you are good at something you do not have to work hard for tests in that subject.If I don’t do well, there is usually a reason that isn’t to do with how smart I am.
Student BI feel smart……When I find something really hard and I try really hard and do something that I couldn’t do before.When I work on something for a long time and finally figure it out.When I do well in tests it is because I have worked hard.
If I don’t do well, it is usually because I haven’t worked hard enough.
+ Dweck’s study looked at 400 students. They were given an easy IQ test. Students were praised in one of two ways:
intelligence or effort. Students given two options for the next test: 1.
Harder version which is great opportunity to grow and learn. 2. Easy version which you will surely do well on.
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On the 3rd test, students were all given an impossible test.
Students praised for intelligence showed signs of becoming frustrated and giving up, whereas the group praised for effort showed signs of working harder, working longer and enjoyed it more.
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3 things we can do to encourage growth mindsets in our students
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1. Have a growth mindset ourselves.
+2. Be careful with our language (redefine EFFORT)
Praise can be used to reinforce either a growth or fixed mindset
Praise the process not the person
Always praise effort over achievement
Make sure feedback encourages students to continue work hard
Use the word YET in your feedback to indicate that achieving something is still a work in progress
Effort = Time, Focus, Strategies, Resourcefulness, Use of Feedback, Commitment
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3. Challenge students’ fixed mindset language every time you hear it
+What might cause the fixed mindset?Type of praise from parents/teachers
Overemphasis on intelligenceOveremphasis on speed of task
If success = intelligence....Then less than success = deficient??
Less than success = de-motivation
