Please take a few minutes to complete the questionnaire

Learning Hub Challenge

Learning Hub dates Autumn Term 11/9/14 6/11/14 Spring term 15/1/15 26/2/15 Summer Term 23/4/15 4/6/14

Challenge Learning Hub Intended Outcomes  To embed a culture of ‘growth mind-set’ across our learning community in order to raise aspirations and expectations of what students can achieve.  To ensure high levels of challenge for all students in every lesson, every day.

Todays Objectives  Introduce the learning hub and the overall objectives for the year.  What is growth mind-set?  Determine the best way to measure the current mind-set  Discuss what other schools are doing  Analyse strengths, weaknesses, opportunities and threats of moving towards a growth mind-set

Learning Hub blog  Each learning hub will have a page in our T+L blog  Blog to be updated half-termly  All members are responsible for updating blog

Can there be high levels of challenge in every lesson for all students if staff and students have a fixed mind- set?

Mindsets Video

Fixed vs. growth mind-set traits from Dweck FixedGrowth Feels threatened by the success of othersFind lessons and inspirations in the success of others Ignore useful feedbackLearn from criticism See effort as fruitless or worthlessSee effort as the path to mastery Give up easilyPersist in the face of setbacks Avoid challengeEmbrace challenge Desire to look smartDesire to learn

How to score your questionnaire Strongl y agree Agree Mostly Agree Mostly Disagre e Disagre e Strongl y Disagre e Work out your score for each question

Tota l Ave Tota l Ave Tota l Ave Tota l Ave Tota l Ave How to score your questionnaire Fixed Mindset 1 Growth Mindset 6 Use the grid to work out your average score.

Measuring staff and students mind-set – how will we do this?

On the flip chart paper jot down your ideas about the following statement You are in a growth mind-set school; what does it look like….. feel like….. sound like…..

SWOT analysis StrengthsWeaknesses OpportunitiesThreats

Wish list  What do we want our students to be….

What other schools have done Growth Mind- set Process praiseDisplays The power of ‘YET’ Ethic of excellence Learning journals Training students/staff and parents Tutor time coaching

Examples of challenge in school

Implementation  Challenge beliefs Teacher beliefs – fixed or growth? Student beliefs? Make a wish list What do we want our students to become? Habits of mind Create a culture Journey, ups and downs Trying new things, risk taking Curriculum Challenge, effort, deliberate practice Engage parents as co-mindsetters / community

Displays

Intelligence praise  “Wow, that’s really good. Aren’t you clever?”  “You got an A without trying – you must be great at Maths”  “You finished that really quickly, well done” Process praise  “Wow, that’s really good. You must have tried really hard”  “You got an A without trying? You can’t be learning much”  “You finished quickly. I’m sorry I wasted your time, let’s look at something harder” If doing well means I’m clever… …not doing well must mean I’m not clever?

Process praise  Effort and struggle  Strategies and choices  Choosing difficult over easy  Persistence  Resilience  Improving  Learning Values to communicate: Easy is a waste of time Challenging is worthwhile “Especially when tasks are demanding, the quality of pupils’ meta-cognitive skills rather than their intellectual abilities becomes the chief determinant of their learning outcomes” Hattie

Half-term focus  The power of ‘YET’ – using growth mind-set language. Trial displays in classrooms  Process praise – trial with one class  How are we going to engage students, staff and parents?