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Growth Mindsets.

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Presentation on theme: "Growth Mindsets."— Presentation transcript:

1 Growth Mindsets

2 Today’s objectives To explain the term ‘Growth Mindset’
To discuss why we believe teaching about ‘Growth Mindset’ at Mereworth is so important To share how we are embracing this concept here at Mereworth School To invite you to support the concept in the home, too

3 So, what is a ‘growth mindset’?

4 ‘The Mereworth Staff Study’!
Teachers were given a series of tasks to carry out, ranging from sports skills and drawing skills, to word and mathematical problems Staff members were observed whilst carrying out these challenges and their comments noted… Many, if not all, expressed fixed mindset opinions during at least one of the challenges!

5 Staff comments I can’t do this at this time of day!
I am so rubbish at these! Staff comments This is impossible! Is there a way we can cheat?

6 Those kids with a ‘fixed mindset’
Research shows more girls have a fixed mindset than boys in maths ‘Higher ability’ pupils often have a fixed mindset; having always received praise for being ‘smart’, they won’t take on further challenges for fear of losing that ‘smart’ label ‘Lower ability’ pupils with a fixed mindset perceive themselves as ‘not smart’ and only ever capable of tackling ‘easy’ tasks These kids see ‘failure’ as something to be avoided, so stay firmly in their comfort zone

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

8 How can we enact a growth mindset culture in our school?
Ensure all stakeholders – staff, students, governors and parents – have the approach clearly explained Change the language of reporting Use growth mindset praise Use formative comments only for assessments (both on student work and in lesson observation) Remove the concept of “Gifted and Talented” and instead identify “high starters” in curriculum areas Use peer-to-peer coaching to develop teaching and learning

9 Key Concepts for Pupils
* concentrate * don’t give up * be cooperative * be curious * have a go * use your imagination * keep improving * enjoy learning

10 The brain is like a muscle that can be developed and grow in strength


12 A ‘Growth Mindset’ environment at school needs…
Key concepts to be introduced, in an age appropriate way, through PSHE sessions Key phrases / posters around the classroom Praise and reward for effort and achievement No comparative rewards Mixed ability grouping, so pupils can learn from each other

13 Creating a ‘Growth Mindset’ Classroom
Create a ‘risk-free’ learning environment - Where students are willing to * Learn * Risk making mistakes * Push themselves * Take on challenge - Where educators communicate confidence in all students’ ability to rise to the learning challenge - Where students are able to effectively self- assess their own learning and effort (Effective Effort Rubric)

14 How will we measure the impact on learning?
Pupils have completed questionnaires about how they view intelligence and learning We will monitor pupils’ responses to constructive feedback and look at how they use feedback to improve their learning We will monitor pupils’ choices in lessons, regarding how they challenge themselves and move their own learning on Pupils will complete a questionnaire later in the year to compare how they view intelligence and learning

15 Effective, Authentic Praise

16 Praise for effort in school
“Adolescents often see school as a place where they perform for teachers who then judge them,” concludes Dweck. “The growth mind-set changes that perspective and makes school a place where students vigorously engage in learning for their own benefit. Our research shows that educators cannot hand students confidence on a silver platter by praising their intelligence. Instead, we can help them gain the tools they need to maintain their confidence in learning by keeping them focused on the process of achievement.”

17 Praise You have a real talent for this; you’re a natural!
You got them all right, fantastic! Praise Well done! You are very clever to remember all those facts. Wow! Great drawing! What an artist!

18 The language we use and its impact on pupils
When similar children were given fixed mindset praise (“you did that really well; you are so clever at doing puzzles!”) or growth mindset praise (“you did that really well; you must have tried really hard!”) it dramatically reduced or improved their ability to progress onto harder puzzles.

19 It was great how you tried lots of different strategies to get the
answers. You must have put a lot of time and effort into this work. Good job! Growth Mindset Praise Look at how much better your second attempt was – well done! You stuck at this really well and didn’t give up. Super effort!

20 Specific Praise vs Generalised Praise
In order for praise to be effective, it must be specific and personal. Generalised praise may actually be harmful. When children observe other children being given generalised praise, they conclude that those pupils are probably not doing well, therefore need additional praise from the teacher or parent. (

21 The best kind of praise…
is sincere is well-deserved is relevant is linked to process (learning), rather than outcome (achievement) is accompanied by constructive criticism is consistent

22 Do Say Don't Say What am I missing? I'm so stupid. I seem to be on the right track. I'm awesome at this. I’m going to train my brain in Maths. I just can’t do Maths. This is going to take some time. This is too hard. I’m going to work out how he / she’s doing it. She / He’s so smart, I wish I was as smart. What can I do to improve? My answer is fine the way it is. That’s an interesting idea for improvement. How can I use that in my work? Looking at examples and the mark scheme won’t make my work any better. I just want to know what level / grade I got.

23 “The surest path to high self-esteem is to be successful at something one perceived would be difficult! Each time we steal a student’s struggle, we steal the opportunity for them to build self-confidence. They must learn to do difficult things to feel good about themselves.” Sylvia Rimm


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