Growth mindset 1

+ It’s all in the mindset! Developing a growth mindset culture T&L Briefing 2 nd March 2016

Transcript of Growth mindset 1

Page 1: Growth mindset 1


It’s all in the mindset! Developing a growth mindset culture

T&L Briefing 2nd March 2016

Page 2: Growth mindset 1

+Wider Reading

Page 3: Growth mindset 1


Complete the self evaluation by placing a mark on the arrow where you think you fall.

Growth or Fixed

Dislike/Fear Like/Seek Out

Page 4: Growth mindset 1


Page 5: Growth mindset 1

How often do you hear students say these things in your lessons?“I’m no good at this sort of question”

“I can’t study, I always forget things”

“I’m no good at maths so there is no point”

“This is too hard , I will never get this”

“I’m not as intelligent as she is”

Page 6: Growth mindset 1

Do you ever find yourself saying any of these?“ You are really talented at that –well done”

“ Why are you messing around in class – you are really intelligent and it is such a waste”

“Some students would love to have your ability – stop wasting your time”

“You’re bright – this should be easy for you”

“This bit will be no problem for intelligent people like you”

Page 7: Growth mindset 1

+Which student is more common in your classroom?

Student AI feel smart……When I don’t make any mistakes.When I am the first one to finish work and it is perfect.When something is easy for me and others can’t do it.I believe that if you are good at something you do not have to work hard for tests in that subject.If I don’t do well, there is usually a reason that isn’t to do with how smart I am.

Student BI feel smart……When I find something really hard and I try really hard and do something that I couldn’t do before.When I work on something for a long time and finally figure it out.When I do well in tests it is because I have worked hard.

If I don’t do well, it is usually because I haven’t worked hard enough.

Page 8: Growth mindset 1

+ Dweck’s study looked at 400 students. They were given an easy IQ test. Students were praised in one of two ways:

intelligence or effort. Students given two options for the next test: 1.

Harder version which is great opportunity to grow and learn. 2. Easy version which you will surely do well on.

Page 9: Growth mindset 1


On the 3rd test, students were all given an impossible test.

Students praised for intelligence showed signs of becoming frustrated and giving up, whereas the group praised for effort showed signs of working harder, working longer and enjoyed it more.

Page 11: Growth mindset 1


3 things we can do to encourage growth mindsets in our students

Page 12: Growth mindset 1


1. Have a growth mindset ourselves.

Page 13: Growth mindset 1

+2. Be careful with our language (redefine EFFORT)

Praise can be used to reinforce either a growth or fixed mindset

Praise the process not the person

Always praise effort over achievement

Make sure feedback encourages students to continue work hard

Use the word YET in your feedback to indicate that achieving something is still a work in progress

Effort = Time, Focus, Strategies, Resourcefulness, Use of Feedback, Commitment

Page 14: Growth mindset 1


3. Challenge students’ fixed mindset language every time you hear it

Page 15: Growth mindset 1

+What might cause the fixed mindset?Type of praise from parents/teachers

Overemphasis on intelligenceOveremphasis on speed of task

If success = intelligence....Then less than success = deficient??

Less than success = de-motivation