Herts (included Y2)
One school used the ‘Madge and Mildred’ Youtube video clip of 2 teachers having easy/difficult maths and revealing their different mindsets. This led to an improvement in children’s effort, attitude and meeting challenges in lessons and was reflected throughout the year. Children often comment that they are growing their brain.
Two schools had set up the deliberate practice bullseye chart of zones (panic, learning and comfort). Children chose their work according to the zones and were able to adjust appropriately. They were using the language of the zones.
‘I can’t do it yet’ was used in 3 schools and led to children reminding each other and the staff to use the phrase and support others with it.
One school used the story ‘Giraffes can’t dance’ with a puppet. Youtube animations were used for learning partners and the phrase ‘mojo growth mindset’ was coined. Children refer to the characters within their learning. They choose the characters at the beginnings of lessons.
All teachers had created a growth mindset display which reminded children of the attitudes and were referred to every day by children.
One school had introduced ‘marvellous mistakes’, ‘cheeky challenge’ and ‘grow your brain’. Mistakes are highlighted on display and children pair up with class experts to improve their learning. Children celebrate mistakes now and want to make a mistake. They try a cheeky challenge by choice and use the appropriate language of learning to each other. Parents have reported this learning language being used at home.
The learning powers characters, stories and displays had been established but teachers decided they would be more effectively introduced throughout the autumn term to focus more intensely and embed further. A whole school approach would be ideal.
Overall: Children are using the language of growth mindset daily to support their own learning and that of others.
Two teachers showed children the clip of Charlie and Lola focusing on making mistakes and introduced ‘Ned the Neuron’. Children know not to give up but are less confident acting differently in a positive way when they make mistakes. More confident children appreciated that everyone is the same.
All teachers had tried mixed ability groupings. Role models in the groups were helping others, explaining, all children were more confident rather than higher achievers only and all were having a go at learning.
The learning powers characters had been introduced by all teachers which has led to children being able to talk about the learning powers and identifying which one they are using in a lesson. Two teachers in one school were giving stickers to anyone who shared a learning power.
The normalising of mistakes had been modelled by all teachers and great mistakes were shared with the class (when made by a confident child). Children are learning from each other’s mistakes and are not embarrassed about them.