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**Welcome to my workshop Growth Mindset Maths**

@helenhindle1 Starter Activity Think /Pair Share Position the green cards in the Venn diagram by deciding if they are characteristics of a growth or fixed mind-set.

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**Are fearful of making mistakes Think about how they learn**

Believe that talents can be developed and great abilities can be built over time. Are fearful of making mistakes Think about how they learn Believe that talent alone creates success Well behaved pupils Reluctant to take on challenges Resilient Prefer to stay in their comfort zone View mistakes as an opportunity to develop Believe that effort creates success Higher Attaining Pupils Think it is important to ‘look’ smart in front of others Believe that talents and abilities are set in stone, you either have them or you don’t. Lower Attaining Pupils Hard Working Pupils Activity 1 Sorting Activity - These statements will be given to groups of 4 on index cards. In groups colleagues will decide where to put each of these statements in the Venn diagram. They will have a blank copy of the Venn diagram to complete as a group.

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Growth Mind-set Fixed Mind-set

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**Growth Fixed Mind-Set Mind-Set**

Believe that talent alone creates success Believe that talents can be developed and great abilities can be built over time. Reluctant to take on challenges Well behaved pupils Prefer to stay in their comfort zone Higher Attaining Pupils View mistakes as an opportunity to develop Are fearful of making mistakes Hard Working Pupils Think it is important to ‘look’ smart in front of others Resilient Lower Attaining Pupils Answers Believe that effort creates success Believe that talents and abilities are set in stone, you either have them or you don’t. Think about how they learn

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Mindset is often more important than your initial ability in determining whether you succeed in the long run. Brief introduction.

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Statement Strongly Agree Agree Disagree Strongly Disagree You are either good at Maths or you aren’t and you can’t change it. You can only do well in Maths if you are clever. Your memory affects how good you are in Maths. Learning new mathematical skills does not mean you are changing your ability. You can do a lot to change how clever you are. You can do a lot to change how well you understand mathematics. If you can answer a question quickly you are good at Maths. How many answers you get right on a test shows how good you are at Maths. Practice exercises are the best way to learn new mathematical skills. Watching a teacher do examples is the best way to learn new mathematical skills. Trying a problem you don’t know how to solve is the best way to learn new mathematical skills. The set you are in tells you how good you are at Maths. I prefer to work on questions that challenge me rather than questions that I find easy. Share with colleagues how they could use the questionnaire to identify growth mindset students. Base data, what does this look like at the end of the year.

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**Why I became interested in growth mind-set**

Underachievement among our pupils What their teachers were saying What we did…. The big launch Improving their skills as learners Praising Progress Talking to them about the progress of their peers

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The big launch We asked pupils to reflect on their experience in Maths lessons and provide their teachers with some constructive criticism of what we could do to improve our teaching. They did this by completing ‘what went well’ and ‘even better if’ spider diagrams. We then asked pupils to reflect on what they could do to improve their skills as learners by completing the same spider diagrams. We then got them to take part in team building activities and discussed how their Maths lessons were going to be different in future, what we as teachers would do differently and what we expected of them as learners.

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**Year 11 Engagement – The Big Launch**

To be a better Maths learner you need to develop these attributes:- Team work Resilience / Determination Problem Solving Risk Taking / love of challenge Motivation Creativity

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**Recognising and Celebrating Growth**

Celebrating progress in assemblies, names and pictures of pupils on displaying the Maths Corridor. Constantly reaffirming that the best students are the ones who make the most progress not necessarily those who attain the highest grade or level Using other pupils as models of a growth mindset.

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**Success Stories – Who is this?????**

Target Grade D Year 10 ATL 3 Unit 2 exam result U Projected grade E Year 11 ATL 6 November Exam C Projected Grade B If Dan can do it, so can you!

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Growth Mindset Carol S. Dweck: Mindset ‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’

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**Which Mindset do you model in your classroom?**

Promotes a fixed mindset Promotes a growth mindset Praising pupils for being smart Formative comments that emphasis achievement Praising students for achievements that come easily Spending time documenting intelligence and ability Directing pupils to which tasks to complete Boosting self esteem Place importance on grades / levels rather than learning

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**Which Mindset do you model in your classroom?**

Promotes a Fixed Mind Set Promotes a Growth Mind-Set Praising pupils for being smart Praising effort and strategies Formative comments that emphasis achievement Formative comments that emphasise effort and application Praising students for achievements that come easily Building robust self confidence Spending time documenting intelligence and ability Spending time developing intelligence and ability Directing pupils to which tasks to complete Giving pupils a strong voice in the learning process and a sense of purpose Boosting self esteem Providing constructive criticism Place importance on grades / levels rather than learning Place importance on learning rather than grades / levels

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**What fixed mind set pupils might say **

What we could encourage them to say I'm so stupid. I'm brilliant at this. I just can’t do Maths, I’ve never been any good at Maths. This is too hard. I’m happy with my current grade You didn’t explain it properly. What grade / level did I get?

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Changing your Mindset If you have a fixed ‘Minsdet’ now, don’t worry, you can change your ‘Mindset.’ Explain the importance of making pupils aware that they can change their mindset.

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**If you hear yourself thinking**

I can’t do this… Refer colleagues to the speech bubbles which will be positioned around the room.

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**I can’t do this yet… Tell yourself**

Have these around the room on posters.

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**If you hear yourself thinking**

I’m no good at this…

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**I can become better at this…**

Tell yourself I can become better at this…

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**If you hear yourself asking**

What grade did I get?

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**What can I do to improve…**

Ask instead What can I do to improve…

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**Developing a growth Mind-Set through the use of learning journeys**

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**'Meaningful learning tasks give students a clear sense of progress leading to mastery.**

This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before. Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their progress. That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.' (Dweck 2010)

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**The role of Learning Journeys in promoting a growth mind-set**

Give pupils a sense of purpose Give pupils a strong voice in the learning process Take pupils out of their comfort zone Encourage pupils to challenge themselves Place an emphasis on progress rather than attainment Indicate to students what skills students need to work on in the future.

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**I am confident that I could explain to someone else ________________**

Shape Space Measure I understand and can explain the difference between area and perimeter. I can find the area and perimeter of shapes by counting squares. I can find the area of rectangles, squares, triangles, compound shapes and circles using a formula. I can find the area and circumference of semi-circles. I can calculate the volume and surface area of cuboids. I can calculate the volumes and surface area of prisms and cylinders. I can calculate the volume of cones. Ask colleagues how they would use the picture resource to create a Low Threshold - High Ceiling task for pupils. I am confident that I could explain to someone else ________________ I want to be able to develop my understanding of _________________

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A B Create a Low Threshold High Ceiling Task that will enable pupils to access the different skills on the Learning Journey. C D

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E G F H

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**My Favourite MISTAKES Means I Start To Acquire Knowledge Experience**

Skills A mistake that moved my learning on……

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@helenhindle1

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