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Day 2 Feedback June 2010:
1. The fixed and growth mindsets
Foundation Stage/Year 1
Hampshire Teachers had used jigsaws to establish a baseline of mindsets and were all surprised at how many children had a growth mindset. When asked what they could do/not do/wanted to be able to do, children related out of school skills only, which was interesting for those teachers. Discussions with children resulted in some of their quotes being used in school reports, illustrating such things as being able to review their learning and engage in learning. Using philosophy for children, one school had focused on ‘born clever or become clever?’ through discussion. Self esteem and risk taking had improved as a result. Teachers had changed their praise language to focus on effort and achievement. For instance ‘Don’t say no-have a go’ was a mantra which had helped all children to take part in all activities. All teachers felt that children’s mindset becomes more fixed as they go up the school, possibly because young children often learn through play and more meaningful activities. Another school asked children about their learning needs and found that children don’t like being constantly interrupted by the teacher when they are playing: ‘When you interrupt me you stop me learning’. They also don’t like being moved to another area but would prefer the learning to be brought to them. Teachers agreed that there should be more flexibility with who will move on or not.
Essex Some teachers had used jigsaws to establish a baseline for fixed or growth mindsets and found that generally more children appeared to have a growth mindset, welcoming the more difficult jigsaws. Other teachers, however, believed that there was more evidence of fixed mindsets in their classes. Teachers have changed their praise vocabulary to focus on effort rather than ability, resulting in children adopting this language in their own talk. There is now more celebration of effort and children are more comfortable to try things without fear of failure. Some teachers have changed ‘work’ into ‘challenge’ or ‘learning’, which they felt needed more development.
Sheffield Teachers from this stage said they found this the hardest thing to implement. They had begun changing their praise language and children were now using the same language to each other. There had been difficulty getting other adults working in the classroom to change their praise language. One teacher had displayed growth mindset language in the classroom which had helped both children and adults. The essence of the growth mindset had been discussed by some teachers during circle time, incorporating philosophy for children (P4C). Children from these schools were clearer about efforts being valued as much as achievement. There was a feeling that some children were still trapped in a fixed mindset, so there was concern about how to motivate those children. Discussion led to the belief that the ethos of the classroom, with all achievement, no matter how small, being noticed, commented on and celebrated helps make all children feel valued and more confident. One teacher gave points for effort instead of achievement and had a perseverance chart in an attempt to move away from the standard reward system in the school. Hertfordshire Four teachers had used a white and a brown mouse (stuffed toy) to represent the fixed and growth mindsets. They had description cards for each mouse which were sorted and discussed. The mice were placed on every table and teachers found they could simply point to the growth mindset mouse and the child would know they need to have more of a growth mindset. In one class the brown/grey mouse is the ‘mistake mouse’ which children can tell their mistakes to and learn from. Children have been able to relate the characteristics of each mouse to their own actions. In another class the teacher had introduced a green bug and an orange bug to represent the mindsets. They are displayed on the wall with descriptions of the mindsets and children now use the terms ‘green bug learning’ and ‘’orange bug learning’. Children are, through this device, thinking about the style of their learning, not just content. They understand that you learn by mistakes, that learning is hard but worthwhile and that when things are easy you probably already know them. Another teacher had introduced a ‘Learning Dairy’: one A4 sized book of blank pages with headings on each page. The book is left open on display for a week so that two pages are the focus. During the week, children write post it notes and stick them on the relevant page. The headings:
The diary focuses children and challenges them to think about their learning behaviours. Children want to write and to contribute. Other staff in the school have taken up this strategy. Most of the teachers are highlighting the importance of making mistakes, fixing them together and learning from them, with the teacher making mistakes as well.
Year 1/2
Hampshire Teachers found that only a few children in their classes had a fixed mindset and there was a spectrum from very fixed to very growth. There are more fixed mindsets associated with mathematics. Children who see themselves as clever or the most able have a fixed mindset. Some teachers had asked children what a good learner looks like. Others had asked children what made them feel clever. Teachers have tried to have discussion with children with a fixed mindset to encourage them to push themselves and recognise their own achievement. Some teachers wanted to investigate whether the growth mindset children will progress further than the fixed (Carol Dweck has studies in which this has been proved SC). Teachers are now using more positive praise language (e.g. ‘we are growing our learning’) and communicating this to parents through reports. This has helped them get to know the language used and the impact it can have. Children are valuing challenge and perseverance and copying growth mindset language used by teachers. Praise is given for effort and avoids the word ‘clever’. The language has impacted on children’s understanding of the importance of working hard rather than instant success and they use the same language to each other. The growth mindset is developing in children and one teacher said there were fewer children crying at a difficult task. Children are not giving up so easily and go to peers for support and realise that all have equal rights as learners. Using a visualiser to share children’s work and be open about this through peer support had enabled lower achievers to feel proud of their learning and see that making mistakes or needing improvement is OK. One teacher had asked children about stickers and rewards and found that some children said they did not need or want them but some children did still want them. There is overall less of an expectation of rewards for these children now. Where BLP was used (Building Learning Power, Guy Claxton) identifying specific learning muscles like perseverance had helped change children’s attitude to themselves as successful learners.
Essex Two teachers had used jigsaws to try to establish children’s mindsets but there was some dissatisfaction with this device, because children saw the puzzle as a ‘fun’ activity, so the findings might be skewed. (Carol Dweck uses difficult jigsaws for this purpose and has found it reasonably reliable). All teachers were now using praise language about effort and achievement instead of stickers. Children are now more likely to have a go at something and have more of a growth mindset. One teacher now uses a ‘successful learner’ poster, which children refer to during the lesson. This has led to children becoming more analytical about their learning behaviours and needs.
Hertfordshire All teachers had used various strategies to establish children’s current mindset, such as puppets, jigsaws and changing the mindset descriptions into child-speak. This gave teachers a good idea of where children were and encouraged children to use learning language and share their feelings. One teacher discussed the mindsets while one parent was present in the room. This resulted in the parent realising how her actions and language had contributed to her daughter’s fixed mindset. All teachers had changed their praise language to focus on effort and achievement rather than ability. Children now have a more positive attitude to trying again when they don’t succeed the first time and are more open to the fact that we all learn at a different pace.. Children are also supporting each other with comment such as ‘Don’t worry – we’re learning.’ Some teachers found that the lower achievers seem to be the most keen to develop a growth mindset, whereas others teachers disagreed. The ‘Learning Diary’ was also used in one class (see Foundation Stage feedback above) and had successfully helped children see the ‘split screen’ of content and learning behaviours in parallel. Heading for Year 1/2 included:
Year 3/4
Hampshire Teachers had changed their language in the classroom to refer more to success criteria. They had also linked their praise to the 7 learning dimensions of resilience etc (from BLP, Guy Claxton). Discussions had taken place with the children about intelligence and whether they thought it can be improved or is fixed. Some children could not think of anything they were good at. The higher achievers thought they were already clever and found it hard when they got something wrong. Children thought that speed of answering was an indicator of cleverness. Children now have a better understanding of what they have achieved and teachers are more aware of using appropriate praise language (not associated with ability). Children made the links themselves about the importance of effort, many relating it to the effort needed in sport and other physical pursuits. One teacher had referred to children who had improved through practice which has helped children see that they are all capable of achieving if they try hard and put the effort in. Children’s attitudes are improving, as they don’t mind so much now if they make mistakes, realising that they need to persevere and learn from them.
Essex Two teachers had completed the intelligence scale questionnaire with their classes and had discussed with them their definitions of effort and what learners do. Children were very interested and appeared to mainly have a growth mindset. They seem to want to compete against themselves rather than others. Two teachers had showed the children the definitions of the fixed and growth mindsets and found that 60% of the class had a fixed mindset, especially those with an apparent low self esteem. The teachers then showed the children the progress they had each made from reception and used sports as an example of effort and achievement and what intelligence actually is. Teachers found it quite difficult to change their praise language from ability to achievement and effort. One teacher had a list of growth mindset praise language by her desk as a reminder. Some teachers had stopped giving house points. All felt they needed to work on this aspect more.
Sheffield Teachers had changed their praise language and were now picking out good points in children’s work more often. There was more emphasis on effort than ability, with some teachers using an ‘effort ladder’, a scale which they moved to show how far they felt they had put in effort for that lesson. The visualiser was also used during lessons to celebrate achievement no matter whose work was shown. This had led to a more positive, non-threatening ethos in the classroom. Children were now trying harder, because they were not being told everything was ‘fantastic’ all the time. It was felt that many children have a fixed mindset. Discussion about the mindsets had led children in some classes to remind each other to have a go. Children feel happier to meet a challenge and feel rewarded by their own efforts. Some children are now asking for harder work. In one school external rewards are now used for attitude rather than ability, which has led to a more positive attitude to learning in the class.
Hertfordshire One teacher had changed the fixed and growth language to open and closed, showing a picture of a brain with a door open in it and one with the door closed. Teachers had used role play; hot seating, the world cup and displays of can’t do/can do now to establish a growth mindset. The impact had been considerable on disaffected boys and all children were now more open to trying. Higher achievers have enjoyed challenges and all are focusing on not giving up and putting in effort. Behaviour has improved as a result of developing the growth mindset. One teacher had rearranged the tables into rows which he found made the children feel more equal than when they were placed on tables. Some teachers were asking children to choose which activity they would like from differentiated activities which had been more effective than the teacher choosing. The praise language focused on effort and achievement was being used by children toe ach other. Teachers were concerned that most parents appear to have a fixed mindset.
Year 5/6
Hampshire Teachers identified the children’s mindsets by various strategies including presenting them with statements which they had to label true or false. In one class the majority of children were thought to have a growth mindset, although there was some scepticism about children’s comments ‘they know the right thing to say’. [One teacher once said ‘They are growth on the carpet and fixed on the table’…SC] In the remaining 4 classes there was an overwhelming domination of fixed mindsets, with more fixed mindsets towards mathematics. Teachers agreed that it was very difficult to break down a fixed mindset as there is peer ‘knowledge’ that certain children are ‘clever’ so they have high expectations placed upon their ‘ability’. Teachers had changed the language they had used to praise, focusing on learning language such as perseverance and resilience and avoiding ability focused praise. One teacher suggested that a poster of growth mindset language and praise comments can be displayed to inform TAs. All teachers had also changed from giving rewards to effort praise. Children now don’t rely on, want or need rewards. Children reported that they feel ‘better’ getting praise instead of rewards. Children seem happier, more motivated and more willing to give it a go. There was concern that parents can negate the impact of growth mindset work in the classroom. [If children truly believe the importance of effort etc. they are the best hope for influencing their parents’ views SC]
Essex Four teachers had given their children the Dweck questionnaire and had found that most children had a fixed mindset. Higher achievers thought you could change your intelligence, whereas lower achievers did not. One teacher taught children 7 and 8 times tables to show how learning can happen, with one child saying ‘Oh – we’ve learnt something new – we can do it!’ Use of the visualiser to pick random work so that lower achievers’ work was valued as much as higher achievers had led to all children being more confident and more capable of knowing how to achieve. Discussions about the mindsets have led to more challenges in the classroom and ‘gifted and talented’ children being challenged. Children are more motivated, enhanced by language such as ‘we are learning…’ and ‘what went well’. By getting rid of ‘What I’m looking for’, children were now focusing much more on their own success rather than pleasing the teacher. In one school parents had been involved by teachers asking them to ask children what they had been successful at rather than what they had done. This had removed negativity.
Sheffield Teachers had given children the Dweck questionnaires and that alone had led children to see that they can change their intelligence. Teachers are now using learning language. One school had led a staff meeting introducing growth mindset praise language. There is now more focus on learning and learning behaviours, with children being clearer about what it takes to achieve, how to improve and how to meet a challenge.
Hertfordshire One Y6 teacher has a BLP (Building Learning Power/Guy Claxton) board. When anyone does anything which is considered to be good learning, it is recognised and a pot it is put on the board. In one school 2 assemblies focused specifically on the growth mindset, using the World Cup as the context. Children in the school are now familiar with the language of the growth mindset and use that language themselves. Children in assembly will say ‘I had a growth mindset when I…..’ In this school, the Friday celebration assembly has been changed to focus only on what has been learnt by the class rather than picking out individual achievement. Some parents complained about the removal of rewards. Teachers had used their own experiences to illustrate the mindsets in discussions. Children now see difficulties as part of the learning process and see them as challenges to be overcome. They are not giving up but using perseverance.
Secondary
Essex Two teachers had used the Dweck questionnaire with Year 9 and found that they were very interested. They felt that nothing was beyond their capabilities and were not afraid of being wrong. Teachers were now using growth mindset praise language and were more conscious of the impact of their words. There was also more use of the visualiser, taking random work and analysing it. This has led to more students opening up about how they feel about their work.
Sheffield One teacher where the school is involved in the ‘Opening Minds’ project used examples of graded work to discuss grade boundaries. Children had to do independent research to create a ‘pop quiz’ as an introduction to a topic with the teacher also demonstrating his own learning. Students now had an urgency to do better, raising their expectations. There is a culture of challenging the quality of work. Discussion with students focuses on effort and progress rather than scores and final outcomes. Students discuss together the progress they have made. ‘Gifted and talented’ students still remain competitive about their progress. One teacher had broken down ‘I can’ statements for lower achievers, which had led to them being able to see they had made some achievement rather than none.
Hertfordshire One teacher used video clips of pupils doing dance over time, which helped them see how they are learning in small steps. Effort was being encouraged by strategies by all teachers of ‘what went well’ and ‘even better if..’ in marking. Students were now talking about learning. Teachers from an MLD school said they had problems with discussing too much content with children.
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