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Growth Mindset and how it may help pupils learn What are mindsets ?

Growth Mindset and how it may help pupils learn What are mindsets ? What does the research literature tell us? How can we apply this to the students we teach at Oakham School post-exams?. The background: Carol Dweck ‘ Mindset : How we can fulfil our potential’ Robinson, 2012

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Growth Mindset and how it may help pupils learn What are mindsets ?

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  1. Growth Mindset and how it may help pupils learn • What are mindsets? • What does the research literature tell us? • How can we apply this to the students we teach at Oakham School post-exams?

  2. The background: • Carol Dweck ‘Mindset: • How we can fulfil our potential’ Robinson, 2012 • In a nutshell – what is it? • A mindset is a belief we hold about intelligence. • Talent isn’t everything. In the nature/nurture debate it gives weight to the nurture. • Challenges our beliefs about pupils’ capabilities. • Neuropyschology – views the brain as a muscle. Needs to work hard but gets stronger.

  3. Key features of a growth mindset: • We CAN become ‘more clever’. • Valuing feedback • Relishing a challenge • Focusing on the PROCESS and not just the outcome (Austin’s butterfly) • The power of ‘yet’ • Not over relying on praise • Marvellous mistakes • Resilience – what can I do differently?

  4. Research literature – the benefits of having a growth mindset • Research shows that encouraging children to have a growth mindset links with many characteristics we’d like to see in our pupils: academic resilience, perseverance, wellbeing, higher self-esteem, lifelong approaches to learning, behaviour. • Some outcomes from research into Growth Mindsetinclude: • When a pupil is faced with a task they feel they can’t do, or they think they are bad at something they may misbehave, but less so if they have a growth mindset. • The rich tea v. hob nob ( a ‘resilient’ biscuit can be re-dunked). Practise makes better. • If we have a fixed idea about a pupil’s ability we project it onto them and it can become a self-fulfilling prophecy. • High achieving pupils often have fixed mindsets – usually because they haven’t been challenged enough and aren’t used to ‘faliling’. They have underdeveloped skills in coping when they find something hard.

  5. In the classroom: what can we do to foster a growth mindset? • Model it yourself! • Don’t pay too much attention to a test mark. It is a snapshot and doesn’t show progress. • Encourage pupils to compare themselves with THEMSELVES • Recognise and award effort (try hard to recognise this, ask pupils to be honest about effort) • Make displays that show notes and draft versions AS WELL as the final piece of work. • DIRT • Use growth mindset language (poster) • Give them strategies e.g. brain book buddy boss • Explain that the brain is a muscle • Be critical of the learning/piece of work, see it as just that and don’t extend to the individual

  6. How can we use Growth Mindset to encourage pupils to reflect post exams? • Give feedback before grades • Make pupils do something with the feedback DIRT • If someone did well – WHY did they do well? What strategies could others copy? • See exams as learning from mistakes • Have they been sufficiently challenged? • Peer discussion of technique/strategies used and why • Have another go – everyone does better with practise • Language we use – you haven’t got that YET, you are getting there, look at the progress you HAVE made, look at what the exam shows you you have learnt!

  7. Further reading: Growth Mindset Pocketbook, Hymer and Gershon, (2014) Growth Mindset Learners: Every child a learner, Muncaster and Clarker (2016) The Growth Mindset Coach, Brock and Hundley, (2016) Summary of Carol S. Dweck’sMindset: Key takeaways and analysis, Sumoreads(2017) The Grit Guide for Teens, Baruch-Feldman (2017)

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