1. Marlborough
Mindset
R.Parish June 2016

2. To introduce/further understanding of Growth Mindset
Marlborough
Mindset
Aims of today:
To introduce/further understanding of Growth Mindset
To share what your children have learnt
To show how we will develop this further
R.Parish June 2016

3. Fixed Mindset – focus on judgements
Marlborough
Mindset
What is Growth Mindset?
Carol Dweck
Fixed Mindset – focus on judgements
Growth Mindset - focus is on improvement
Positive thinking
High expectations
Not mistakes – learning steps
R.Parish June 2016

6. How will this ethos benefit children?
Marlborough
Mindset
How will this ethos benefit children?
Resilient learners
Self belief/esteem
Creates a positive learning environment
Supporting each other
Deepening own knowledge
Self evaluate
Identifying own areas to develop
Identifying strengths and celebrating them
Increased work ethic
Strategies to overcome challenges
Progress in their own learning – regardless of ability
Impact on behaviour
Life-long skills and behavioural traits established
R.Parish June 2016

7. Whole school approach – assemblies, playground, sports, classroom
Marlborough
Mindset
How will we achieve this?
Language of learning
Whole school approach – assemblies, playground, sports, classroom
Displays – around school and in class
Resources – in school and online
Feedback – verbally and written (including reports)
Celebrating endeavour and a growth mindset
Adults at school and home modelling growth mindset
R.Parish June 2016

9. R.Parish June 2016

10. R.Parish June 2016

11. October INSET introduced Growth Mindset
Marlborough
Mindset
This year…
October INSET introduced Growth Mindset
Staff began implementing Growth Mindset language and displays into class
Working party established to look at developing Growth Mindset in all areas of the school including reports
Working with children to take ownership of Growth Mindset to establish Marlborough Mindset
R.Parish June 2016

12. Displayed around the school Fed into reports
Marlborough
Mindset
Marlborough Mindset
Assemblies
Learning Pit
Taken ownership
Child speak
Displayed around the school
Fed into reports
R.Parish June 2016

13. Marlborough Mindset I’m a WINNER! I CAN do this! Learn, learn, learn!
I am so proud of myself for jumping in and not giving up. It was worth it!
I CAN do this!
I may be scared, uncomfortable or worried about this challenge but I’m going to take deep breaths and believe in myself.
Marlborough
Mindset
Learning
down here!
Learn, learn, learn!
This is where I really concentrate and look around for help from my friends or adults
Bring it on!
I love a challenge. I’m going to throw myself into it because this is how I learn!
Let’s do this!
I’m not giving up, even if it’s tough. I will persevere.

14. Marlborough Mindset Long term benefits
Progress in learning is accelerated for all members of our school community.
Parents are fully engaged in the process and have a real understanding and belief in the approach we are taking.
Life-long skills and behavioural traits are established which benefit all stakeholders and the wider community.
R.Parish June 2016

15. Continue to embed language and philosophy into school
Marlborough
Mindset
Next steps…
Continue to embed language and philosophy into school
To create a children’s Marlborough Mindset working party
To develop mindfulness opportunities for children
R.Parish June 2016

16. Use Mindset language wherever possible
Marlborough
Mindset
How you can help
Use Mindset language wherever possible
Discuss and praise the way they have learnt rather than just the outcome
R.Parish June 2016

17. Marlborough
Mindset
From Carol Dweck’s book, MindSet: The New Psychology of Success, pages 205 – 206
Every word and action from parent to child sends a message. Tomorrow, listen to what you say to your kids and tune in to the messages you're sending. Are they messages that say: You have permanent traits and I'm judging them? Or are they messages that say you’re a developing person and I'm interested in your development?
How do you use praise? Remember that praising children's intelligence or talent, tempting as it is, sends a fixed­mindset message. It makes their confidence and motivation more fragile. Instead, try to focus on the processes they used their strategies, effort, or choices. Practice working the process praise into your interactions with your children.
Watch and listen to yourself carefully when your child messes up. Remember that constructive criticism is feedback that helps the child understand how to FIX something. It's not feed­ back that labels or simply excuses the child. At the end of each day, write down the constructive criticism (and the process praise) you've given your kids.
Parents often set goals their children can work toward. Remember that having innate talent is not a goal. Expanding skills and knowledge is. Pay careful attention to the goals you set for your children.
R.Parish June 2016

18. Marlborough Mindset Praise EFFORT not outcome
DO. Use words that encourage:
Wow! Look at that!
Tell me about it. Show me more.
How did you do that? Let‛s see what you did.
How do you feel about it? How did you work that out?
I see that you __________ (be specific) That looks like it took a lot of effort.
What do you plan to do next? That looks like it took so much work.
Are you pleased with what you did?
How many ways did you try it before it turned out the way you wanted it?
R.Parish June 2016

19. Marlborough Mindset DON’T. Use labels that judge
Smart. Pretty. Lovely.
Good. Intelligent. Cute.
Great. Quick. Right.
Clever. Amazing. Fast.
Best. Beautiful. The best.
Better than…(another person)
R.Parish June 2016

20. Marlborough Mindset DO. Use mindset growing conversations
“What did you struggle with today?”
“This is hard, but this is fun, what should we do next?”
“You can grow your intelligence”
“You can learn. You can stretch. You can keep mastering new things”
“I don’t think there’s anything better in the world than a child hearing from their peers, a parent or teacher the words, ‘You’ll get there’”
Remember - praising kids’ ability lowered their IQ scores!
“Do you label your kids? E.g. “This one is the artist and that one is the scientist.” Next time, remember that you’re not helping them – even though you may be praising them.
R.Parish June 2016