Age 5-7: Y1/2 (K/1 Grade US) 2017 Feedback from Day 2

CARDIFF

Growth mindset

All teachers had introduced the ‘marvellous mistake’, which had impacted most on higher achievers. There was more perseverance, having a go and not giving up. Children are better at identifying mistakes, knowing they can learn from them. Children are willingly showing their mistakes in their books.

Three teachers were using the bullseye zone diagram which children refer to. They use the learning powers to help them get out of the panic zone – they refer to the character (Dougie –don’t give up/Harriet – have a go).

One child said ‘This maths is hard but I’m going to give it a go because it’s making my brain grow.

A ‘great minds grow here’ display existed in one class.

One teacher watched the Charlie and Lola clip about making mistakes which produced honest, raw discussion. Children are now comfortable about making mistakes, having a go and made posters about how they felt in the panic zone. This helps them recognise the feeling.

Another teacher showed the class the YouTube clip ‘My favourite no’, which allowed children to talk about unpicking problems and having a go.

Norwich

Growth mindset

All teachers had introduced the growth mindset, via language, challenges and the learning zones bullseye chart. Teachers also looked at growth mindset stories, created brain displays and followed the lessons in the Muncaster growth Mindset book.

Children discuss their various zones, avoiding the panic zone. Children talked to each other about whether they were using a growth mindset or not.

Two teachers replicated ‘Austin’s butterfly’ lesson (see YouTube). Children responded well to specific peer feedback.
The Dot’ was also used to share the process. Children are happier to give and receive feedback.

The learning pit (Nottingham) had led to children referring to ‘being in the pit’ and how to get out of it. They still referred to it 5/6 weeks after its introduction.

Anecdote

“In a lesson from the Growth Mindset Lessons book, where children needed to order their own attitudes from fixed to growth, one child said ‘I’ve finished’. Another child said ‘That’s a fixed mindset – you’re showing off.’ As a class we decided that you could say ‘I’ve finished, what can I do next/ to improve my work now?’ Children know how it makes them feel when they hear ‘I’ve finished’, but the growth mindset lessons allow them to express their feelings safely. Having these quotes from children on display on the class thermometer allows us to refer back to it at later dates.”  Jo Kerkham Middleton C of E Primary Academy.

Learning powers

Teachers had created 8 characters to explain the learning dispositions, with children telling stories for each other about the characters, introduced one a week.