One teacher used jigsaws to establish current mindsets and two teachers used differentiated mazes, finding that children were willing to try things and challenge themselves.
Three teachers had a discussion with children about growing their brains. Children are now talking about their brains growing and using vocabulary about learning, such as ‘challenge’.
The stories ‘Giraffes can’t dance’ and ‘The Dot’ had enabled a discussion about what the children can and can’t do. Stories provided a good way in to discussing a growth mindset.
Choosing differentiated challenged activities instead of ability grouping had led to lower achieving children choosing more challenging activities and were willing to try these. Some high achievers were not keen to challenge themselves.
Two teachers had set up a ‘challenge of the week’ activity which has changed the expectation in the school – children must challenge themselves.
All teachers had introduced the learning power characters, via soft toys or puppets. A whole school approach has enabled children to understand the skills they need to be a good learner. Soft toys are used to motivate children to be a ‘good learner’.
The ethos of the classroom has changed so that children think more about the learning taking place and are more willing to discuss their learning. One child said ‘If my brain keeps growing is it going to pop?’
Fiona Large | email@example.com
Nicola Parker | firstname.lastname@example.org