SAWSTON VILLAGE COLLEGE Research: Fixed and Growth mind-sets Fixed mind set traits include: - Avoiding challenges rather than risk failing - Give up easily when faced with obstacles - see effort as fruitless - threatened by the success of others It is widely accepted that a growth mindset leads to a desire to learn and continually improve. In contrast, a fixed mindset is understood to hinder pupils from achieving their fullest potential (Dweck, 2012). In order to establish which traits featured most prominently in 10C, an analysis of mind set was conducted at an individual pupil level. 11 pupils (50%) were identified as displaying predominantly fixed mind set traits, compared to 8 pupils (36%) with predominantly growth mind set traits. In order to assess the impact of the actions taken, trackers were used to analyse details of the individual pupils’ efforts and progress, in classwork; homework tasks, and additional support attendance. The tracker enabled a clear overview of: which pupils were significantly becoming more motivated and as a result were making progress; who was responding to actions taken; which actions appeared to be having impact over time; which pupils needed to have new / additional actions put in place to support them in making good progress. Background - The perception, held by many, is that old generation of Btec courses were harder to fail than pass (DfE, 2012). This paradox, has led to a publicize dissatisfaction of vocational qualifications (Gove, 2012), whereby candidates are branded by society as ‘less academic’, opting for an ‘easy route’ through which success is a given. This stigma of being labelled by society as ‘non-academic’ has instilled a mind-set whereby a significant number of Btec pupils, including new generation candidates, endure a significant lack of confidence surrounding their own intelligence levels and abilities. This perpetuating insecurity has attributed towards the demotivated climate of challenge avoidance and lack of effort, a notable existence within my 10C Btec class. The question is: - How can we develop ways of enhancing this motivation? - How can I sustain motivation across independent learning opportunities such as homework and revision tasks? Mistakes Welcome Findings and Conclusions What did the key measures reveal after my action intervention period? A significant increase in the quantity of homeworks being completed before the deadline, from an average of 62% to an average of 86%. A significant increase in the quality of homeworks being completed, showing an average of +1 grade improvement. 5 of the pupils originally identified with predominantly fixed mindset traits attended extra curricular revision sessions, in which I observed them volunteering answers and contributing to group discussion of their own accord. In a self differentiated K&U quiz, where the scoring system worked on the premise of greater effort reaps greater reward, each group excelled in challenging themselves to contribute a enhanced / more complex answer. Towards the end of my action intervention period, a number of the pupils identified as predominantly fixed mind set traits were attempting work above their MTG. One pupil in particular opted to answer questions which were 3 grades above his MTG and despite the fact he was not always successful, he continued to choose the higher questions. Whilst it is positive that my findings indicate a important shift from predominantly fixed traits to growth traits in some of the pupils, I cannot definitively assume that this is as a result of the actions taken. It should be noted that pressure from an impending externally assessed examination may have been a factor which ignited a change in their mind-set and motivation levels. Therefore in order to draw more valid conclusions from my findings, I will need to continue to review these pupils mind sets regularly to note any fluctuations and their analyse possible causes. Actions taken Immediate actions Elicit a climate whereby mistakes and failures are welcome and that they provide opportunity to for pupils to learn from. Experiencing disappointments / frustration to be seen as a normal part of learning, helping to develop resilience. Establishing the concept that effort is the path to mastery Praising effort and skills in order to yield motivation, maximise pupil confidences and enhance their enjoyment of learning. Avoid praising intelligence / innate talent. Positive role modelling and building positive relationships with each pupil. Challenge negative thinking and rescaffold how pupils perceive a difficult task Select teaching styles which draws on pupils strengths to enhance confidence e.g. delivering theory through practical Next Steps Sustaining the development of growth mind set traits, in order to persist in the face of set backs and foster the desire to learn. Finding inspiration and opportunities to learn from another pupils success. Growth mind set traits include: - Embrace challenges - Persist in the face of setbacks - See effort as the path to success - Learn from criticism Snapshot of key measures used to indicate progress from a fixed to a growth mindset. Developing strategies to motivate disengaged pupils to want to independently progress.