1. Fixed and Growth Mindsets

2. Step 1: Use a rectangular piece of paper.

3. Step 2: Fold the paper in half along the long side, the fold it back out flat again.

4. Step 3: Make the cuts below to the middle
Step 3: Make the cuts below to the middle. (Two on one side, one on the other)

5. Step 4: Here is the “tricky” part. You have to twist the paper
Step 4: Here is the “tricky” part. You have to twist the paper. That’s why I used my business card, so you could see the different colours as a result of the “twist.

7. Why is mindset important?
Carol Dweck, Stanford Professor of psychology has identified two mindsets, ‘fixed’ and ‘growth’. Our mindset affects the way we interact with and make sense of the world, and how motivated we are to learn new things. If you have a ‘fixed’ mindset you believe that people’s abilities and talents are fixed traits – in other words, that you have a certain amount of skill and that you can’t do much to change or improve upon them. If you have a ‘growth’ mindset you believe that, with practice, we can improve our abilities and learn new skills. You are more likely to challenge yourself and to try to improve your skills.

10. HOW TO DEVELOP A GROWTH MINDSET
There is no set way on to develop a growth mindset in students but some important things to consider include:
Types of Praise – praising the process, their effort and individual development over the result. Encouraging children to ask for and act on feedback
Level of Expectation – having high, challenging but realistic expectations of children’s performance and communicating this to them
Positive Group Norms – creating a growth culture that values learning, education and development
Self-Talk – Teaching children to manage how they talk to themselves and to do so in a positive and helpful way

13. Person Praise
Carol Dweck’s research has established a link between the way in which we offer praise and criticism to others, and people’s mindset. ‘Person praise’ and criticism, according to Dweck, communicates and reinforces a belief in fixed or permanent traits, and encourages a fixed mindset. Examples of person praise are: “You’re so clever!” or “You’re a natural artist!” Person-focused criticism, similarly, also emphasizes fixed traits; for example: “You’re not very clever” or “You’re terrible at that”

14. Process Praise
‘Process praise’, on the other hand, centres around someone’s behaviour rather than on a fixed trait. It focuses on what someone did rather than who someone is. Instead of saying, “You’re so clever”, you might give process praise such as, “I really liked the detailed way in which you explained that topic. It’s clear you have spent a lot of time studying this area”.

15. Austin’s Butterfly

17. Praise, Criticism and Mindset
We often offer person praise to others with the best of intentions. Someone does something we think is brilliant, and our immediate response is “You’re so brilliant!” It just feels like the right thing to say. However, while this kind of praise can give people a short-term self-esteem boost, in the long-term, it can be very detrimental. Dweck’s research has found that person praise and criticism reinforces a fixed mindset, which can make people more hesitant to take on new challenges in the future. This will prevent them from achieving their best. Process praise, on the other hand, has been shown in numerous studies to cultivate a growth mindset, and increase people’s motivation to keep learning and taking on new challenges.

18. Person Praise
Process Praise
Example
‘You are such a brilliant musician’
‘I an really tell how hard you worked at practising this piece of music. I am really proud of you.’
Effect on thinking
Evokes a fixed mindset
Evokes a growth mindset
Effect on feeling
(Short term)
Evokes a sense of pride and satisfaction
Effect on behaviour
(Long term)
Feels nervous to try new challenges for fear of failing and not being a ‘brilliant musician’
Less effort
Less endurance and confidence
Poor recovery from setbacks
Defensive response to failure
Embraces challenges and will try difficult problems.
More effort and confident when encountering something new
Increased motivation to learn
Views mistakes as learning opportunities

19. The bottom line
When offering praise and encouragement, focus on their process and behaviours. You will be helping them to cultivate a ‘growth’ mindset, which can lead to increased motivation and continued learning and growth.

20. Developing a Growth Mindset
1. Did something go wrong? Great! How can you use this mistake to improve your design?
2. Finished? Really? Have you put in the effort to achieve a result you are proud of?
3. Stuck? Awesome! What can you try next? What other ways might there be?
4. Not happy with your design? Fantastic! Who can you seek feedback from to make your design better?
5. Want to break the rules? Excellent! What new ideas will you try? What risks will you take?
6. Finding it tricky? Wonderful! What will you practice to get better? What strategies will you use?
7. Not the best? Brilliant! Who can you learn more from?
8. Don’t know what to do? Terrific! How will you tackle this challenge?
9. Easy? Right! How can we make this more challenging for you?
10. Proud of your design? Congratulations! Where to next? What are your goals?

21. How was school today? 10 What Questions
To develop a Growth Mindset in children
What did you do today that made you think hard?
What happened today that made you keep on trying?
What can you learn from this?
What mistake did you make that taught you something?
What did you try hard at today?
What strategy are you going to try now?
What will you do to challenge yourself today?
What will you do to improve your work?
What will you do to improve your talent?
What will you do to solve this problem?

22. At home Lunchbox Notes What I Can Say Instead
Try Saying Something Else
Growth Mindset Action Plan
Paper Chain Strengths

23. Help your child set SMART goals Helping your child set goals and then guiding them through the process of achieving those goals, helps boost their ability to see themselves as capable of continual improvement and learning.
S = Specific: Who? What? Where? When will I work on this?
M= Measurable: How will we know if we succeed?
A = Achievable: Is this realistic? Can this be done? Do I have only 1 or 2 goals to focus on?
R = Relevant: How will this help me? Can I see the benefits of achieving this goal?
T = Timely: When do I want to be able to do this by?

24. Please give honest, helpful, process praise!
Feedback
Please give honest, helpful, process praise!