Presentation on theme: "Developing Confident Individuals. Learners meet very challenging targets and almost all make good or excellent progress as reflected in contextual value."— Presentation transcript:
Learners meet very challenging targets and almost all make good or excellent progress as reflected in contextual value added measures Essex Schools Draft School Improvement Strategy Quality learning and teaching are the key principles of the school ethos, harnessing pupils’ self-esteem and self-confidence so that each and every pupil is given the opportunity to realise their educational potential. Burnham-on-Crouch Primary School: Learning Teaching Curriculum Policy
“Children need to fail. They need to feel sad, anxious and angry. When we impulsively protect our children from failure, we deprive them of learning skills. When they encounter obstacles, if we leap in to bolster self-esteem…to soften the blows and to distract them with congratulatory ebullience, we make it harder for them to achieve mastery. And if we deprive them of mastery, we weaken self-esteem just as certainly as if we had belittled, humiliated and physically thwarted them at every turn.” MARTIN SELIGMAN
Response: helpless When faced with failure or challenge, people with a FIXED mindset: Do not pay attention to learning information Denigrate their intelligence: ‘I am stupid’ Explain the cause of events as something constant about them.
Response: mastery Pay attention to learning information, and so do better on future tests. Focus on what they are learning, rather than focusing on how they feel. Try out new ways of doing things.
Attitudes to effort “If you have to work hard on some problems you are probably not very good at them” “When you are good at something, working hard really helps you to understand”
Effort Those with a fixed mindset view effort as a reflection of low intelligence. Hard work means ‘I don’t get it’, ‘I’m unintelligent Effort = lack of ability
Effort Those with a growth mindset see effort as a necessary part of success They try harder when faced with a setback. Effort = success. They use effort to overcome difficulty.
Strategies: fixed mindset Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when faced with a problem. Then they disengage from the problem. Finally, they give up.
Strategies: growth mindset People adopting a growth mindset tend to generate other, and new, ways to do things. They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.
The body in the brain A homunculus is used to describe the relative amount of space our body parts occupy in the brain. In a model of motor functions, some parts are much bigger because we use them much more, or with more accuracy.
Evidence from neuroscience Rats in a rich environment have heavier brains, by 10%, than those in a boring environment. Taxi drivers have bigger areas which deal with 3D space – the hippocampus - than non-taxi drivers. Musicians have a larger auditory cortex. Learning helps neurons grow and make connections
Be aware Teach Mindset to students Use growth mindset language Feedback using growth mindset Be sensitive to feelings but don’t be ruled by them Coach students to develop problem solving attitudes
Summary A growth mindset helps people to be motivated and to succeed. A growth mindset can be learnt. We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brain’s huge potential. Role models give people evidence of the growth mindset in action.
Resources www.centreforconfidence.co.uk Creating Confidence: A handbook for professionals working with young people Dr. Carol Craig Mindset: the new psychology of success Dr. Carol Dweck The Brain that Changes Itself Norman Doidge