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Growth mindset dhs conf
- 1. Mindset – awhole school approach Shaun Allison Deputy Head, Durrington High school @shaun_allison http://classteaching.wordpress.com/
- 2. • Curious • Experimenting •Learning • Tackling really hard tasks…. • ….again and again
- 3. • “I can’tdo it” • “I’m stuck” • “I can’t be bothered” • “It’s too hard” • “I’m not clever enough” • “He’s a boff, I’m not” • “Can I do something easier?” • “I’m at my MEG so I’m alright” • “What’s the point in showing me that, I’ll never be able to do it”
- 5. Mindset • Fixed –intelligenceis fixed and can’t be changed. • Growth – intelligence can be developed through effort & practice
- 6. • Fixed –Look smart at all costs • Growth – No risks about looking smart, so dive into challenges
- 7. • Fixed –Achievement should come naturally • Growth – Hard work and effort is key
- 8. • Fixed –Hide mistakes and deficiencies • Growth – Capitalize on mistakes and learn from them
- 9. “Dweck's research fallsinto the category of most of the best of our research into education, in that it merely ends up confirming the eternal truths of the classroom: turn up, work hard, study, do well; work harder, do better; believe you can improve and you probably will, believe that you can't and see what happens.” Tom Bennett, TES
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- 14. A GIFT? HARDWORK AND SACRIFICE? • Starting playing tennis aged 2. • Practised 5 days a week; every week. • By aged 5 playing in tournaments for under 10s. • By 8 he was allowed to play against adults in competitions. • Had few friends in secondary school and trained in all of his spare time. • Aged 15 asks his mum to move to Barcelona so he can be trained with the world’s best.
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- 16. Caution - Changingbehaviours is hard Nick Rose – Turnford blog
- 17. Caution – TheFalse Growth Mindset • Don’t oversimplify it. • Effort = Growth Mindset = success. • Everyone can be excellent at everything! • Posters + assemblies = job done. • “Yes, I have a growth mindset”
- 18. Self aware • Legitimiseour fixed mindset – know your triggers, embrace them, overcome them: – Facing Challenges: Anxious – Struggling: Frustrated, worried – Setbacks: Discouraged, defensive – Being criticised: angry, defensive, ashamed • Support students to do the same….
- 19. Tell students themessage…
- 20. Start the messageearly
- 21. Nudge – don’tshove
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- 25. No Lesson Observationgrades
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- 27. No KS4 targetgrades
- 28. Set themselves longterm goals Benchmark of Brilliance
- 29. Here’s one Iprepared last year
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- 33. Don’t use learning objectiveslike: •All… •Most… •Some…
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- 39. Make feedback manageable& meaningful
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- 47. Change your language Fulfilyour academic potential
- 48. Change your language You’renaturally talented at this
- 49. Change your language Topend challenge
- 50. Change your language Ifyou get stuck, go on to the next one
- 51. Change your language You’vedone really well, you must be so clever
- 52. Change your language Nevermind, you tried your best
- 53. Change your language Iwon’t do that with this class, they’re low ability End
- 54. Instead of: • Lowability • Middle ability • High ability What about: • Low starter • Middle starter • High starter
- 55. Is there anyevidence to suggest it’s worth focusing on?
- 58. 1 FIXED 2 34 5 6 GROWTH
- 59. 1 FIXED 2 34 5 6 GROWTH Whole school average = 3.9
- 60. 1 FIXED 2 34 5 6 GROWTH Student A, 2.5 57% on or above
- 61. 1 FIXED 2 34 5 6 GROWTH Student B, 2.8 57% on or above
- 62. 1 FIXED 2 34 5 6 GROWTH Student C, 5.5 100% on or above
- 63. 1 FIXED 2 34 5 6 GROWTH Student D, 5.6 83% on or above
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- 65. Student E TP4 Projections TP5Projections
- 66. Student E TP4 Projections 1 FIXED2 3 4 5 6 GROWTH TP5 Projections 5.4
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- 73. “Success nourishes them. Theysucceed because they think they can” - Virgil @shaun_allison http://classteaching.wordpress.com/
Editor's Notes
- #15 “Gifted” musicians are “gifted” because the better they get, the harder they work: