1. The fixed and growth mindsets

(People with a fixed mindset will only tackle anything which they are fairly certain they will succeed at. People with a growth mindset will not only tackle any task, regardless of whether they believe they will succeed or not, but will feel excited by the challenge.)

Foundation Stage/Year 1

Herts

One teacher had developed a class mantra of ‘What helps us learn?’ Answer ‘We do and mistakes help us learn’. The impact has been that children no longer ask for stickers and are pleased to show what they have achieved to the rest of the class.

Doncaster

Teachers used successively difficult jigsaws to determine children’s mindsets and found there were no surprises. They wanted to know whether children come to school with a growth mindset and become fixed or whether they start fixed. It was also voiced that we are all probably on a continuum between a fixed and a growth mindset, aiming to get as close to the growth mindset as we can.

Teachers had changed their classroom language to avoid the words ‘clever’ and ‘work’ and replaced them with ‘good learners and ‘learning’. Children were copying and using the same language with each other.

It was felt important to communicate the mindsets with parents. One school is having a workshop on learning and will be helping parents see the importance of the language we use.

One teacher asked the children ‘What is learning?’ A 6 year old replied ‘Learning is when your brain can talk about something that it couldn’t talk about before.’

Kettering

All teachers said that this aspect had been the hardest to implement and had experiences of reward withdrawal at first, because of parental expectations, reinforcing the fixed mindset by looking for stickers.

Children thought that being clever was when they got a reward, but now see that being successful is a reward in itself.

Since teachers have focused on effort, children don’t ask for stickers any more. Whole class praise and recognition of hard work is given and children now understand that they do not need rewards to do what is expected. Verbal praise now replaces stickers, which has led to an increase in children’s effort.

Children now expect to find some things difficult. One child said ‘When I’m thinking, I’m talking to my brain.’ Talk partners were used to encourage a growth mindset, with children able to feedback to each other.

Most teachers said that using lollysticks to choose random children for talk partners and responses to questions had improved behaviour (‘The hat’ on www.harmonyhollow.net is a popular electronic randomiser programme).

Surrey

Teachers had changed the language they used, emphasizing learning and praising what had been achieved. This has led to children now bringing work to the teacher and saying what they have achieved rather than saying ‘I’ve finished’. Everyone felt they were giving more effective verbal praise. Children are now more aware of what they have achieved and are happier and more confident to share their ideas and work with others.

Everyone or no-one gets stickers in the classes now, which has been difficult in schools where all other classes use rewards but empowering in other schools. Children appear to be unaffected by this change.

In the special school classes, every child now has a mention in the newsletter for an achievement that week, whereas the rest of the school still has a ‘star of the week’. There has been positive feedback from parents, who feel this gives them an opportunity to talk to their child at home about the achievement and follow it up at home. These teachers have also introduced reading a ‘learning story’ at the beginnings of sessions which has calmed behaviour and led to children being more focused. Symbols are used to support their learning.

Lincoln

Teachers had changed their praise language, emphasising effort. One teacher showed the children what they could do in September compared to what they could do now. This visual progress boosted their self-esteem. One child in another class said ‘I tried and I tried and now I can do it!’The children were making 3D shapes out of Polydron, persevering and taking time. All achieved and felt proud of their achievement.

It was noted that quiet children are difficult to measure for growth/fixed mindset.

Year 1/2

Herts

Teachers generally found that their children were more growth minded than fixed minded and that higher achievers tended to be more fixed.

One teacher used the Dweck questionnaire, others used puppets for each mindset for children to discuss. Children now seem more willing to do things on their own, then will ask their talk partner, then the teacher as the last resort.

Changing the language used in the classroom has led to more focus on effort with children not as scared to ‘have a go’.

One Y1 teacher has 3 mice: a brown and white mouse to represent the mindsets and a ‘mistake mouse’ which children go to, tell about their mistake and learn from this and move on. Children in this class now tackle harder work and are not afraid to show the teacher their mistakes. The teacher also removed all stickers and explained why. She had found that the children were all working to simply get a sticker.

Many schools talked about the difficulty of whole school policies about rewards being an obstacle to their own desire to remove them.

Worthing

Y1

Most teachers had changed the language from ‘I can..’ to ‘I am learning to…’ with a ‘Can you…?’ question as an extension. Effort is being emphasised rather than ability with ‘Try a bit harder’ as the focus. There are fewer children saying they can’t do something and children working in mixed ability groups are asking to have a go at the harder sheets.

In one school parents were concerned about not being able to say someone was clever. In another messages were clearly going home that effort mattered. One parent wrote that her child enjoyed reading the book but had ‘insisted that the dragon had tried hard’.

Most teachers had produced effort posters (a breakdown of effort – what it consists of) and were not using stickers, rewarding class effort instead.

Y2

Most teachers found it initially difficult to get children to engage with the notion of mindsets but found conversations about what and how children learn more successful.

Teachers had also made effort posters with children, which were referred to regularly.

All teachers had changed the language they use in the classroom which they saw as vitally important. New phrases used were ‘Be brave’ and ‘Have a go, have another go.’

Children are now not giving up and are all having a go. The culture of classrooms has changed. Children are making better progress and improving their attitude to work.

One teacher described how on a parent’s evening the effort wall was explained to parents and parents were pleased to be informed.

One child who had been a reluctant reader and writer made enormous progress within a short time, which the teacher believed was mainly due to the change of attitude.

Doncaster

Jigsaws had been used as a base assessment and there were no surprises. Low and higher achievers had a fixed mindset.

Teachers felt they had changed the fixed mindsets of individuals as children were now more eager to try to be successful in all areas of learning.

Involving parents in discussion about the mindsets had led to finding out why one pupil thinks negatively about a particular subject. The parents are now more aware of the appropriate language to use with the child at home and are more involved in pupil learning. Most teachers had involved parents in this way and felt that children now have higher expectations of themselves as a result of the change of language from praising ability to praising effort and focusing on achievement.

Teachers also felt that the change in mindset had led to improved behaviour and improved quality of work. Phrases such as ‘Keep on going, you can do it’ had led to one child who used to say ‘Shall I just do 2 sentences?’ now saying ‘I can do it like everyone else can’t I?’ (7 year old on the SEN register).

Kettering

One teacher asked the class ‘What makes you feel clever?’ to establish their mindsets. Examples from children were ‘I feel clever when people say I’m good.’ (fixed) ‘I tried hard to ride on a skateboard and now I can do it.’(growth) A display was made about the growth mindset and the teacher used herself as an example of a fixed mindset by giving up when she found snowboarding tricky.

Children refer to the display and encourage each other. One girl told a boy in difficulty with maths ‘Remember the growth mindset!’ Some children responded to a story read in assembly by saying that the person in the story had a growth mindset.

In evaluating a DT model, children made growth mindset comments such as ‘He has worked really hard.’

One child encouraged some nervous children by saying ‘Don’t be nervous – keep trying and you will be able to achieve it.’

Parents have had the growth mindset, change of language etc. explained to them at a parent’s evening.

Teachers said that the majority of children now have a growth mindset, since praise is focused on achievement and effort rather than ability, although they said they have to really think! Whole class rewards are now given in 3 schools but 3 teachers did not get rid of rewards because of the pressure of the whole school system.

Lincoln

Teachers found that children now find it easier to say how a piece of work could be improved, seen as a result of a developing growth mindset.

One teacher organised a class debate for ‘Can you get cleverer?’ Six out of 30 disagreed that you can get cleverer. The impact of the growth mindset work across the classes has been that children are now responding to challenge whereas low achievers before would ‘shy away’. Children now say ‘We can if we keep trying’

Teachers have been emphasizing the importance of challenge – ‘bring it on brain’ to ensure that they realize that challenge is good and will help you improve. They are also emphasizing the importance of trying and getting better, not always getting it right.

A brain picture on one interactive whiteboard is displayed when a ‘brain challenge’ is to be delivered. One example of this was a whole class poetry task relating to an object from a natural environment. The teacher’s account:
“I said ‘I probably shouldn’t give you this, but I think you are clever enough to do it’ Children were very keen to have a go. I explained about similes and lower achievers, especially, were able to produce work which, until then, they would have felt impossible to achieve. One particular girl produced a poem which contained superb language, ‘as delicate as a baby, as beautiful as perfume’ when writing about her petal. Her willingness to try and her pride was amazing! This was the case with many of the children in the class as only 3 out of 25 did not include at least 1 simile in their work. The impact has been that children are keener to try and have a more positive attitude and increased confidence.”

Surrey

One teacher had introduced ‘have a go hero’ to encourage passive learners, which has helped children see the importance of perseverance.

Most teachers are rewarding children now through individual oral praise and have changed their praise language to avoid ability praise.

One teacher has a growth mindset notice board showing what children have overcome and achieved, including one entry from the teacher, another from the headteacher.

Another teacher has an ‘ethos tree’ for which children nominate someone who has put in a lot of effort. These strategies have helped children to be more resilient and to be more cooperative learners.

Year 3/4

Herts

Most of the teachers in this group are now giving rewards for effort and attitude because the whole school policy was not able to be changed. One teacher found that this had devalued the school system so intrinsic motivation had been more evident. Children are now more proud of what they achieve.

Teachers using new language such as ‘Look at what you’ve achieved. I’m proud of you’ had found that children were switched on and motivated to work, making improvements and focusing for longer. They are working more independently and taking more care. There is also improved presentation and levels have increased. There are more ‘good’ mistakes and there is a productive noise in classrooms.

It was noted that the SEAL ‘Grow your brain’ unit linked well with the growth mindset.

Worthing

In two classes children felt clever when things were easy but believed that intelligence could be increased by effort. Confident children thought they were good at maths, even those in the lowest set. There were examples of higher achievers having a fixed mind set.

All teachers were interested to see that parents had a fixed mindset at a parent’s evening, so felt despondent about being able to change the children’s attitude.

Two teachers said that children were now quite happy to make mistakes and were less reliant on adults.

All teachers said there was an issue of being ‘growth on the carpet but fixed at the table’, with various problems such as dyslexia causing the discrepancy.

All teachers said children with SEN were now more willing to put in effort, since the praise in the classroom now focused on achievement rather than ability.

Doncaster

Most teachers said that about 75% of their classes had a fixed mindset. The strategies used had led to more perseverance in some subjects such as PE, Art and music, although not in Literacy to date.

It was seen as key to involve other adults in the school and parents in discussion about the mindsets and the language to improve attitude.

By using ‘You are learning to..’ instead of ‘How clever’ etc. teachers were seeing children using the same language to each other about their learning. A lower achiever working with a higher achiever: feedback from the higher to the lower was ‘Well done. Look what you’ve achieved today!’

Guided groups have been a good vehicle for listening to the language children have used in peer assessing for instance. More children are now identifying themselves as wanting a challenge.

Children are responding positively about learning achievements (e.g. ‘We’ve surprised ourselves!’) One teacher is using team points for effort with children suggesting the recipients.

Kettering

Most of the teachers discussed with their class what they thought intelligence/success was. Almost all children had a fixed mindset (getting answers right etc.)

After establishing the growth mindset and changing language used in the classroom, teachers found that children now don’t give up so easily and are not coming to the teacher so often to say they are finished/can’t do it or don’t understand.

Children are becoming more independent and are wanting to work things out for themselves. They are using different strategies such as asking a partner.

Children are using the word ‘challenge’ a lot more and rise to it. They see it as something hard but achievable, a positive thing. They are making a game out of finding mistakes, then looking at how to improve.

One child took her numeracy homework home and showed it to her parents instead of keeping it to herself for fear of failure. The parents remarked about her more confident attitude at home.

Lincoln

Initial discussions with children about the growth and fixed mindsets led to most children wanting to be ‘growth learners’, with about a third of the children initially feeling that intelligence could not be changed. Some children thought that ability was based on intelligence, but discussions proved that this was not always the case (e.g. sports ability etc.) Children now look at things in a different way, with a more positive approach to learning when facing challenges. Teachers and children have raised expectations.

One school has scrapped celebration assemblies and have stopped giving certificates in light of the research that rewards reinforce a fixed mindset. Instead 3 lollysticks are drawn randomly and those children explain to all what they have been successful at this week. Teachers need to spend time with children reflecting and reinforcing learning for this approach to be successful. The comments are currently not too specific (e.g.’My handwriting is improving’) but teachers are helping children to be more specific and link with success criteria. The new approach was seen as a great success.

Surrey

All teachers questioned children in some ways about their perceptions of intelligence. What do you understand by the word intelligence? Can you describe a time when you felt clever? Can you get cleverer? How would you go about that? Most children thought that they would get cleverer by having help rather than by their own efforts. Lower achievers tended to believe they would not be able to be cleverer. Discussing this has led to children better understanding their own needs as learners and now knowing that intelligence is fixed. Teachers have a better understanding of the needs of the class (i.e. which children have a tendency to believe they can’t succeed).

All teachers changed the praise language they use (e.g. ‘I’m learning to…’ ‘You have learnt to..’ ‘You have improved at…’ Children are now using the same language to each other. This has been extended to children recording ‘learning sentences’ stating what they have learnt.

Teachers also discussed effort with their classes, collecting examples of its characteristics from the children. Children now recognise when effort has been employed and see its impact on their learning.

Some teachers were now not grouping their children by ability which was working better for lower achievers. It was felt that higher achievers did not always push themselves. Work set at different levels is now set, with children choosing the work. Higher achievers found it difficult at times to explain their task, but talk partners were helping them develop this skill.

Teachers said that half of them were still giving external rewards because of external influences.

Year 5/6

Herts

Teachers presented the two mindsets and children were fascinated and interested in their existence. Most teachers have found a change over time in children’s mindsets from fixed to growth.

Using the language of effort (e.g. ‘If you really put the effort in by Friday you could….’) had been successful, supported by children traffic lighting their learning as they were going along.

One teacher gave children a choice of differentiated activities for mathematics asking them to choose according to their level of confidence at that point. Sometimes higher achievers would choose an easier task, sometimes lower achievers a harder task.

It was agreed that setting children encourages a fixed mindset.

Worthing

All teachers found that children answered the Dweck questionnaire ‘correctly’, knowing that a growth mindset was desirable. Others found a class discussion more useful. Most classes had a mixture of fixed and growth mindsets.

Teachers had created effort posters with children and were now changing their language in the classroom. Behaviour and performance had stayed the same despite the change from praising effort rather than ability. Lower achievers were now more willing to work and the higher achievers with a fixed mindset were becoming ‘lead learners’. The classroom culture had changed with effort being valued over ability. Some children are putting in more effort, but not necessarily in the right areas.

One teacher told of a group of Y5 girls who were so afraid of mathematics (‘We don’t do maths – we do art and writing’), they put their heads on their arms and cried during maths lessons. The teacher focused on effort and achievement and has seen progress in their attitude. They are now able to deal with maths and even tests!

Doncaster

It was agreed that recognising and pointing out achievement, successes and effort develops the growth mindset.

Children were producing more work of higher quality and had grown in self esteem and confidence.

Teachers told the following stories of the improved mindsets:

• Two children who were reluctant writers had their specific achievements pointed out. They are now developing writers and more confident to try to succeed.
• One particular girl (Level 3 maths) who showed little progress had taken away the 3x table and independently learnt it.
• One comment by a teacher telling a child that she knew she had put the effort in had led to greater confidence.
• One teacher found that using Gardner’s multiple intelligences as a focus for discussion had led to a big positive impact on self esteem. One disaffected boy had said ‘It’s OK to be smart’.
• One child had improved by 2 sub levels in a half term.

Kettering

Children were asked by most teachers to think about thinking and learning. They completed the Dweck questionnaire with mixed results – some fixed and some growth. There were inconsistencies in the children’s answers which led to daily talking time for one teacher. At the end of each day another teacher asks what the children believe they have achieved today.

Teachers have changed their praise words and rewards are given less frequently. In some cases rewards have stopped altogether.

Children now realise that they can change and their motivation has subsequently increased. They are more interested in learning.

Lincoln

Teachers had taken on the growth mindset vocabulary through a variety of contexts and in different subject areas. Most had discussed in great detail the concept of intelligence. The impact of this work has been that the quality of dialogue and questioning has improved, children are more willing to have a go, take more risks, especially lower achievers and there is now more evidence of a thirst for knowledge and rising to the challenge.

One teacher used pictures from ‘the 100 most intelligent people in 2009’ and asked the children to rank them from most to least. Children gave reasons for their choices but changed their minds when the concept of intelligence was explored more deeply. ‘If you think you can or you think you can’t’ was used as an effective quote (Henry Ford).

Surrey

All teachers had used Dweck’s questionnaire with children and were surprised at the results. Many children saw having a fixed mindset as failure in itself, especially higher achievers. Teachers focused on what makes a good learner and changed the language of success criteria from ‘I can..’ to ‘I am learning to..’ Children were now more aware of the mindsets and this has raised their level of motivation, especially lower achievers. Changing the language of praise had made the growth mindset culture easier for children and parents to understand.

Some teachers used circle time to get children to identify their mindset, some displayed the statements on the board.

Two teachers had changed their reward system, which had made very little difference to the children. Parents had mixed feelings about this but overall there were no strong feelings in either direction.

One teacher named the fixed mindset ‘the f word’! This caused great interest from the parents, who subsequently said they would try to model a growth mindset at home.

Secondary

Herts

Two teachers stopped using rewards and found that children did not notice or didn’t care. Their motivation seemed the same, with or without rewards. One teacher set a project and decided that rewards would disappoint a majority so spoke to each child individually about what they had achieved, giving each a certificate outlining the achievement, which was highly successful.

A Y11 class felt that some people could grow their intelligence, but did not feel that they could.

A Y8 class had a discussion about how they learn and the teacher followed up by exploring different formats for children’s recording and learning (e.g. visual, oral, kinaesthetic) which has helped remove the fear of failure.

Special (Severe Learning Difficulties)
One teacher had changed form individual targets to class targets, which had raised confidence and increased success. Teachers also now focus on what the children are learning rather than the task, and the language used is learning focused rather than behaviour focused.

Worthing

Students ‘knew’ how to respond to the Dweck questionnaire, knowing which mindset was the ‘right one’ (as in Y5/6). Discussion was seen as more useful and is having a positive impact on student attitude. Teachers felt that by now using skills objectives and subsequent marking feedback, this was increasing student responsibility. Two teachers felt that rewards can be used effectively to support effort and a growth mindset, although two other teachers disagreed and felt rewards were not useful in any event.