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Growth Mindset

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Matt Green

on 10 November 2017

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Transcript of Growth Mindset

Growth Mindset
How will we enact a Growth Mindset approach?
Engaging all groups
Changing Mindsets
1. Learn to hear your 'fixed mindset' voice
2. Recognise that you have a choice
3. Talk back in your 'growth mindset' voice
4. Take action
Rich Tea or Hob Nob?
Example Practice
Huntingdon School, York: SDP is
"Growth Mindset and nowt else
You work in a Growth Mindset school
What does it:
look like?
feel like?
sound like?
You Mindset questionnaires
Carol Dweck PhD
Lewis and Virginia Eaton
Professor of Psychology
at Stanford University
What is Growth Mindset?
Neural Pathways
The Science behind Growth Mindset
Dweck's Research and how mindsets can help
The Brain's Response to Errors
Moser, Schroder, Heeter, Moran & Lee, 2011
Why are we
interested in Growth Mindset?

Our most successful students embody the growth mindset
Our least successful don't believe they can be successful learners
Growth Mindset with Year 11 boys in science
Raise the bar from a 'C'
11 Students - ideal for a pilot
GCSE year is challenging so may benefit them
They were willing to be involved
1. Complete a mindset survey
2. Complete an 'Interests and Success' assessment
Score ranged from Fixed to Growth Mindset
The group discussed what a Growth Mindset was 'like'
Teacher shared FFT Data to show students all the grades are possible: from A* to U
The key is taking action to make desired grades more likely
That failure is an essential part of learning; 'take a risk, have a go!'
That with persistent effort, intelligence can be improved, even if you cannot do this yet
I WAS NOT BORN A TEACHER! (no matter how gifted my Mum says I am)
What success looks and feels like for some of the boys:
"Achieving your ambitions and having a job you enjoy"
"Gaining status or a respectable name for myself. being the choice for someone in need of help"
"Making my family proud, feels great"
Has it had an impact on Attainment?
With the many variables, it pays to be cautious, however...

The 11 boys finished Year 10 with 2 B's, 8 C's, 1D
The 11 boys averaged C/D borderline scores in all Physics progress tests before starting #BiscuitCub
The greatest reward as a teacher has been their change in attitude; a greater 'can do', or at least 'I will try', approach
In the physics mock exam they achieved 1A*, 1A, 5B 3C and 1D
Feedback and reports:
You are a bright girl, Abigail, and you are clearly a gifted writer
What message does this send about the need for hard work, effort and resilience?
That's great; you're brilliant at this
That's great; you've worked really hard at this
6 = Growth
1 = Fixed
with thanks to Chris Hildrew at Chew Valley School who's presentation I have adapted
Feedback from parents at HPS

That small changes in the language that I use with my children can have a massive benefit in their confidence and ability to influence their own learning outcomes. It was brilliant to have some practical advice of how I can help my children be more resilient to failure and more determined to succeed.
I can see our children have changed their attitude for learning, and the way they are talking to each other. Especially at homework time, I have not heard Sean say "I can't do it" for a little while. Thank you very much.
How through simply changing a few words of encouragement from "look your work is great, you're really clever" to " look at the effort you've used, to complete this, you must be very proud" can make such a huge difference to a child's progress.
100% of parents who attended the sessions agree the workshop was useful and that Growth Mindset materials were demonstrated effectively. 100% of parents agreed that the Growth Mindset approach would be useful at home.

The children regularly use the language of Growth Mindset in their self - evaluations and peer support within their English books. Where this happens, it has a significant impact on the children’s learning and progress.

The school has worked consistently to develop the children’s understanding of Growth Mindsets. This work has had a clear impact on the children’s understanding of learning and their responsibility for it. They consistently demonstrate a very mature attitude to their learning and the feedback they receive. The coaching that the school has provided has also enabled children to self and peer assess accurately and responsibly.
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