Do you know this pupil?Clever student, praised by teachers and parentsfor their intelligence. Never worked hard toachieve ...
Quiz!All answers are equal. But some are more equal than others ...
“Attainment at A* in yourschool should be higher.”  Choose one of the meta-starters    from the menu and use it to    disc...
QuestionHow do the studentswho attain A* do it?
Interviews• Outstanding teachers• Parents of the pupils we    interviewed•   Pupils – year 12s and year 11s
Key Messages from       Teachers• Use formative assessment• Small steps• Use strategies to develop self-belief
Key Messages from         Parents•   Encourage self motivation•   Reinforce success•   Emphasise the importance of exams a...
The PupilsHow do the students who attainA*, but who have target grades of         Bs and Cs, do it?
The PupilsHow do the students who attainA*, but who have target grades of         Bs and Cs, do it?   Let’s ask them!
How do the students who attain A*, but who have        target grades of Bs and Cs, do it?            [Gordano Video here]T...
Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
Fixed Mindset   Growth Mindset
Fixed Mindset     Growth MindsetIntelligence is     fixed
Fixed Mindset     Growth MindsetIntelligence is         Intelligence     fixed                can grow
Fixed Mindset                        Growth MindsetIntelligence is                            Intelligence     fixed       ...
Fixed Mindset                              Growth MindsetIntelligence is                                        Intelligen...
Fixed Mindset                             Growth Mindset Intelligence is                                        Intelligen...
Fixed Mindset                             Growth Mindset Intelligence is                                        Intelligen...
Fixed Mindset                             Growth Mindset Intelligence is                                        Intelligen...
Fixed Mindset                             Growth Mindset Intelligence is                                          Intellig...
Fixed Mindset                             Growth Mindset Intelligence is                                          Intellig...
Fixed Mindset                             Growth Mindset Intelligence is                                          Intellig...
Fixed Mindset                             Growth Mindset Intelligence is                                          Intellig...
Fixed Mindset                             Growth Mindset Intelligence is                                          Intellig...
QuizAll answers are equal. But some are more equal than others ...
Quiz
Quiz Questions 1 & 2 show a fixed mindsetQuestions 3 & 4 show a growth mindset Questions 5 & 7 show a fixed mindsetQuestions...
Quiz         Questions 1 & 2 show a fixed mindset        Questions 3 & 4 show a growth mindset         Questions 5 & 7 show...
Avoid challenges             Embrace challenges          Give up easily             Persist in the face of                ...
Avoid challenges              Embrace challenges    Give up easily              Persist in the face of                    ...
Avoid challenges      Embrace challenges    Give up easily     Persist in the face of                             setbacks...
Language           Quality Learning            ConversationsGrowth                        Intrinsicmindsets               ...
Impact? How?                          “Miss explained the mindsets theory                          to us. I couldn’t belie...
Mind your LanguageHabitual praising of pupils forwhat they are, rather than whatthey do, can reinforce the ideathat intell...
Renzulli ...
Language of task       commitment        Task                                  PLTS                          Critical     ...
Problematic Praise ...•   Intelligence strikes again!•   You’re brilliant!•   I know you can do this - you’re    very brig...
Problematic Praise ...
Fostering Growth
Fostering Growth•   I like the way you stuck at that    problem ...•   Really good effort shown there ...•   Fantastic con...
What our students        say... Goal!Never usethe word            Challenge!TASK! We         Problem-solving hate it!     ...
Meta Menus                                           AfLChanging the quality of the learning conversations          Studen...
Meta Menus  Changing the quality of the learningconversations between teachers and our             young people I love the...
What the students say•   “I think they’re really good because they    make us think about what other skills    can help us...
What the students say•   “They are a good way to get your    thinking started...”•   “They make you think about what    yo...
What the students say•   “They’re good because you can    choose the questions - you can    choose the one you can answer ...
Beneath the Blooms?           Higher           Thinking        Middle Order          Thinking        Lower Order         T...
Beneath the Blooms?           Higher           Thinking        Middle Order          Thinking        Lower Order         T...
Beneath the Blooms?           Higher           Thinking        Middle Order          Thinking        Lower Order         T...
What if ...What would be the impact on learning       and lifelong learning if ...     Growth Mindset were the foundation ...
What you can do in the                  classroom- Teach students explicitly about mindsets theory and  encourage them to ...
What you can do in the                     classroom- Have very high standards: don’t accept minimal effort and  insist th...
Growth Mindset  Choose one of the meta-maincourses from the menu and use it      to discuss the above
Group DiscussionFor each discussion point identify one  important implication for you as a               teacher.   Be rea...
Discussion 1Can you think of any situations in your  own life when you have avoided a challenge, or given up on a challeng...
Discussion 2Discuss the mindsets issue relating to pupil motivation and performance.
Discussion 3Discuss the mindsets issue relating to         classroom practice
Plenary For each of the issues you discussed,identify one important implication for            your teaching
Mindset and pupil    performanceChoose one of the meta-desserts  from the menu and use it to       discuss the above
Mindset
MindsetDo we need to mind   our language?
Mindset  Do we need to mind     our language?    How do we givefeedback on resilience /   effort / reflective       learning?
Mindset  Do we need to mind     our language?    How do we givefeedback on resilience /   How could this   effort / reflect...
Mindset                  What are the short /  Do we need to mind       medium / long-term     our language?         impli...
Mindset                           What are the short /  Do we need to mind                medium / long-term     our langu...
Mindset                           What are the short /  Do we need to mind                medium / long-term     our langu...
Mindset                                     What are the short /  Do we need to mind                          medium / lon...
Mindset                                      What are the short /  Do we need to mind                           medium / l...
Mindset                                      What are the short /  Do we need to mind                           medium / l...
Mindset                                      What are the short /  Do we need to mind                           medium / l...
Mindset                                      What are the short /  Do we need to mind                           medium / l...
Growth mindsets learning forum
Growth mindsets learning forum
Growth mindsets learning forum
Growth mindsets learning forum
Upcoming SlideShare
Loading in …5
×

Growth mindsets learning forum

3,485 views

Published on

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
3,485
On SlideShare
0
From Embeds
0
Number of Embeds
36
Actions
Shares
0
Downloads
70
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide
  • Slide to have on display before we start.\n
  • Point out we will be looking at the answers later during the workshop.\n
  • Hannah. Please amend the meta-menu slides if not as you would wish.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Play video here.\n
  • Play video here.\n
  • Play video here.\n
  • Play video here.\n
  • Play video here.\n
  • Play video here.\n
  • Play video here.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Carol. We thought you might like to do the slides with the little green dog. Is this OK?\n
  • Same discussion topic for all.\n
  • Three different topics on cards.\n
  • Three different topics on cards.\n
  • \n
  • \n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • Valedictory questions for subsequent reflection.\n
  • \n
  • Growth mindsets learning forum

    1. 1. Do you know this pupil?Clever student, praised by teachers and parentsfor their intelligence. Never worked hard toachieve goals. Found new tasks difficult & avoidedthem. Began to doubt own abilities. Backed out ofchallenging opportunities. Showed littleengagement in classroom activities. Suffered dropin grades. Refused to ask for or accept help.
    2. 2. Quiz!All answers are equal. But some are more equal than others ...
    3. 3. “Attainment at A* in yourschool should be higher.” Choose one of the meta-starters from the menu and use it to discuss the statement above
    4. 4. QuestionHow do the studentswho attain A* do it?
    5. 5. Interviews• Outstanding teachers• Parents of the pupils we interviewed• Pupils – year 12s and year 11s
    6. 6. Key Messages from Teachers• Use formative assessment• Small steps• Use strategies to develop self-belief
    7. 7. Key Messages from Parents• Encourage self motivation• Reinforce success• Emphasise the importance of exams and the opportunities qualifications can bring• If you reward, reward the efforts made rather than the outcome
    8. 8. The PupilsHow do the students who attainA*, but who have target grades of Bs and Cs, do it?
    9. 9. The PupilsHow do the students who attainA*, but who have target grades of Bs and Cs, do it? Let’s ask them!
    10. 10. How do the students who attain A*, but who have target grades of Bs and Cs, do it? [Gordano Video here]This is what they said
    11. 11. Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
    12. 12. Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
    13. 13. Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
    14. 14. Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
    15. 15. Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
    16. 16. Teacher input Clear career goals Targets Extrinsic motivation Intrinsic motivationThis is what they said
    17. 17. Fixed Mindset Growth Mindset
    18. 18. Fixed Mindset Growth MindsetIntelligence is fixed
    19. 19. Fixed Mindset Growth MindsetIntelligence is Intelligence fixed can grow
    20. 20. Fixed Mindset Growth MindsetIntelligence is Intelligence fixed can grow Ability leads to success
    21. 21. Fixed Mindset Growth MindsetIntelligence is Intelligence fixed can grow Ability leads to Effort leads to success success
    22. 22. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When thingsget tough, I get found out
    23. 23. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter
    24. 24. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter I need to be viewed as able
    25. 25. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter I need to be I only need to viewed as able believe in myself
    26. 26. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter I need to be I only need to viewed as able believe in myself Success is being better than others
    27. 27. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter I need to be I only need to viewed as able believe in myself Success is Success is the being better achievement than others of goals
    28. 28. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter I need to be I only need to viewed as able believe in myself Success is Success is the being better achievement than others When things of goals get tough, I give up
    29. 29. Fixed Mindset Growth Mindset Intelligence is Intelligence fixed can grow Ability leads to Effort leads to success success When things When thingsget tough, I get get tough, I found out get smarter I need to be I only need to viewed as able believe in myself Success is Success is the being better achievement than others When things When things of goals get tough, I get tough, I give up persist
    30. 30. QuizAll answers are equal. But some are more equal than others ...
    31. 31. Quiz
    32. 32. Quiz Questions 1 & 2 show a fixed mindsetQuestions 3 & 4 show a growth mindset Questions 5 & 7 show a fixed mindsetQuestions 6 & 8 show a growth mindset
    33. 33. Quiz Questions 1 & 2 show a fixed mindset Questions 3 & 4 show a growth mindset Questions 5 & 7 show a fixed mindset Questions 6 & 8 show a growth mindsetDid your intelligence mindset differ from your personality mindset?
    34. 34. Avoid challenges Embrace challenges Give up easily Persist in the face of setbacksPraising students Praising students for their or worse fruitless innate See effort as See effort as the path for their mastery to efforts intelligence can and for outcomes fosterIgnorefixed negative afeedback useful can help nurture Learn from criticism mindset a growth mindset Feel threatened by Find lessons and the success of inspiration in the others success of others
    35. 35. Avoid challenges Embrace challenges Give up easily Persist in the face of setbacks Praising students See effort as See effort as the path fruitless or worse for their mastery to efforts and for outcomes Ignore usefulnegative feedback can help nurture Learn from criticism a growth mindsetFeel threatened by Find lessons and the success of inspiration in the others success of others
    36. 36. Avoid challenges Embrace challenges Give up easily Persist in the face of setbacks See effort as See effort as the path fruitless or worse to mastery Ignore useful Learn from criticismnegative feedbackFeel threatened by Find lessons and the success of inspiration in the others success of others
    37. 37. Language Quality Learning ConversationsGrowth Intrinsicmindsets motivation
    38. 38. Impact? How? “Miss explained the mindsets theory to us. I couldn’t believe it! It is so true. I want to be at the meeting as ‘evidence! ‘cos it’s so true! I talked to my mum about it as well. My best friend gets straight A and A*s but when this didn’t happen in a subject, she dropped it. I was getting Cs but knew I could do better. Corina Coumis Year 11 Success is about knowing you have toPriory Community School work hard and learn how to get the grade, not to just expect it. I work hard and now I am getting As and A*s”
    39. 39. Mind your LanguageHabitual praising of pupils forwhat they are, rather than whatthey do, can reinforce the ideathat intelligence is fixed.
    40. 40. Renzulli ...
    41. 41. Language of task commitment Task PLTS Critical Setting SEAL Skills setting L2L Bloom’s PraiseProcess not Challenges Product Learning not Performance
    42. 42. Problematic Praise ...• Intelligence strikes again!• You’re brilliant!• I know you can do this - you’re very bright!• You are destined for greatness!• Come on....I know you can do this - you’re very able!
    43. 43. Problematic Praise ...
    44. 44. Fostering Growth
    45. 45. Fostering Growth• I like the way you stuck at that problem ...• Really good effort shown there ...• Fantastic concentration Jordan ...• Wonderful. Tell me what you have learned from these mistakes ...• You’ve chosen a tough one - great stuff - go for it!
    46. 46. What our students say... Goal!Never usethe word Challenge!TASK! We Problem-solving hate it! always sounds more interesting! Try not to use the wordSay ‘we’ ‘essay’ it sounds scarynot‘you’. - say ‘write about’ instead!
    47. 47. Meta Menus AfLChanging the quality of the learning conversations Student Voice between teachers and our young people G&T Critical Skills The most notable success with the ‘meta menus’ has been the positive L2L effect on students’ work ethic. By Independent- asking them to stop and consider Autonomous their own part in the lesson they are Learners encouraged to reflect on how PLTS behaviour and effort have affected Deep their attainment. There is now a healthy competition in class as Learning students want to discuss their SEAL positive contribution to the Reflective Kirsty Aaron. learning rather than the end result. NQT at Priory LearnersCommunity School
    48. 48. Meta Menus Changing the quality of the learningconversations between teachers and our young people I love the fact that the meta menus make it so easy for students to choose thedirection of their learning. All I have to do is promptstudents to choose a question and that sparks a whole loadof ideas that I then come back to during the lesson. How David Didau, easy is that? Central Leader - English Priory Community School
    49. 49. What the students say• “I think they’re really good because they make us think about what other skills can help us and what has been happening in other subjects.”• “Desserts are my favourite, you can reflect back.”• “They’re good because you pick the question yourself.”
    50. 50. What the students say• “They are a good way to get your thinking started...”• “They make you think about what you have learned and what you will learn.”• “I really like the starters, they get my brain into gear!”
    51. 51. What the students say• “They’re good because you can choose the questions - you can choose the one you can answer best.”• “They give you more focus - what you want to do and what you need to do...”
    52. 52. Beneath the Blooms? Higher Thinking Middle Order Thinking Lower Order Thinking Dispositions & Skills
    53. 53. Beneath the Blooms? Higher Thinking Middle Order Thinking Lower Order Thinking Dispositions & Skills GROWTH MINDSET
    54. 54. Beneath the Blooms? Higher Thinking Middle Order Thinking Lower Order Thinking Dispositions & Skills GROWTH MINDSET
    55. 55. What if ...What would be the impact on learning and lifelong learning if ... Growth Mindset were the foundation upon which we built formative assessment, skill development (PLTS), Critical Skills etc?
    56. 56. What you can do in the classroom- Teach students explicitly about mindsets theory and encourage them to adopt a growth mindset.- Praise effort, not ability - reinforces the fact that the effort we make is the biggest factor in our likely success. It also shows that you value the process of learning over the end product.- But, praise and feedback don’t mix! For feedback to be effective it has to separate from any praise- Use formative assessment to help students understand exactly what they need to do to be successful. Avoid making summative judgments wherever possible – these just fix mindsets
    57. 57. What you can do in the classroom- Have very high standards: don’t accept minimal effort and insist that students produce work that they can take pride in. Don’t accept excuses and don’t make any excuses for them.- Provide safe opportunities for students to learn from failure- Don’t offer extrinsic rewards – these prevent students from valuing the learning and remove intrinsic motivation- Build a nurturing environment where it is safe to make mistakes and above all, don’t give up on the difficult ones; that’s what they’re expecting so prove them wrong. Know that they can achieve.
    58. 58. Growth Mindset Choose one of the meta-maincourses from the menu and use it to discuss the above
    59. 59. Group DiscussionFor each discussion point identify one important implication for you as a teacher. Be ready to feed this back later.
    60. 60. Discussion 1Can you think of any situations in your own life when you have avoided a challenge, or given up on a challenge, when the going got tough?
    61. 61. Discussion 2Discuss the mindsets issue relating to pupil motivation and performance.
    62. 62. Discussion 3Discuss the mindsets issue relating to classroom practice
    63. 63. Plenary For each of the issues you discussed,identify one important implication for your teaching
    64. 64. Mindset and pupil performanceChoose one of the meta-desserts from the menu and use it to discuss the above
    65. 65. Mindset
    66. 66. MindsetDo we need to mind our language?
    67. 67. Mindset Do we need to mind our language? How do we givefeedback on resilience / effort / reflective learning?
    68. 68. Mindset Do we need to mind our language? How do we givefeedback on resilience / How could this effort / reflective be shared with learning? teams?
    69. 69. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? How do we givefeedback on resilience / How could this effort / reflective be shared with learning? teams?
    70. 70. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? How do we givefeedback on resilience / How could this effort / reflective be shared with learning? teams? How can SLT help?
    71. 71. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? How do we givefeedback on resilience / How could this effort / reflective be shared with learning? teams? Does mydepartment have acollective mindset? How can SLT help?
    72. 72. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? How do we givefeedback on resilience / How could this effort / reflective be shared with learning? teams? How do we Does my describe success todepartment have a the students?collective mindset? How can SLT help?
    73. 73. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? Could I How do we give collaborate withfeedback on resilience / another teacher How could this effort / reflective on this? be shared with learning? teams? How do we Does my describe success todepartment have a the students?collective mindset? How can SLT help?
    74. 74. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? Could I How do we give collaborate withfeedback on resilience / another teacher How could this effort / reflective on this? be shared with learning? teams? How do we Does my describe success todepartment have a the students?collective mindset? Can we put this How can SLT in the SoL? help?
    75. 75. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? Could I How do we give collaborate withfeedback on resilience / another teacher How could this effort / reflective on this? be shared with learning? teams? How do we How do we Does my describe success to have QLCsdepartment have a the students? about thecollective mindset? Targets? Can we put this How can SLT in the SoL? help?
    76. 76. Mindset What are the short / Do we need to mind medium / long-term our language? implications for the Faculty? Could I How do we give collaborate withfeedback on resilience / another teacher How could this effort / reflective on this? be shared with learning? teams? How do we How do we Does my describe success to have QLCs Is this onlydepartment have a the students? about the relevant tocollective mindset? Targets? able students? Can we put this How can SLT in the SoL? help?

    ×