Various strategies had been used to create a growth mindset culture – a Will.i.am song, a Sesame Street ‘power of yet’ song, a story, words displayed on boards and referred to throughout the day, a focus on marvellous mistakes and ‘mistakes are our friend’.
Children encourage each other to use the growth mindset vocabulary.
The learning zone diagram has allowed them to take more responsibility for their learning. Teachers created coloured cards to go with the zones, which has made children think about what they want to do next and be more independent.
“Group working – independence and responsibility;
Children are given time to collect what they need to complete tasks (e.g. a sand card, a number square).
If children are in a panic children have to think what they need to collect the resources.
‘I kind of get it but I’m a little stuck on this one so I’m using red and yellow zone cards together. I need a number square to get me out of the panic zone.’ “
The characters for the learning powers were displayed. Children designed their own characters for curiosity, cooperation and keeping going.
One teacher had introduced superhero characters with a growth mindset and villains with a fixed mindset:
“I created a bunch of superheroes to represent a growth mindset then some villains to represent a fixed mindset. We did a lot of work on differences between what they say and do. The impact on children’s learning has been amazing, as they have been inspired to be like a superhero. The children are willing to celebrate and share their mistakes. The learning environment has been more positive and less stressful.
One child said ‘I want to be a superhero. I love challenges.’ Another child said ‘It has helped me to have courage towards learning. I used to cry when I made a mistake. But now I love making them as I’m a better learner.’
I linked the 8 learning powers to the characters from our class favourite book ‘Supertato’. I wrote new adventures for Supertato linking to the learning powers. I also made coloured capes for each power so the children knew we have to demonstrate all of these powers.” Rebecca Tovell Peterhouse Primary
Visualisers were used to share and celebrate mistakes.
Three teachers had tried lessons from the growth mindset book.
Children were less upset about making mistakes and not knowing the answer and attitudes have changed. Children were helping each other with more confidence and independence and more discussion.
All teachers had introduced a set of characters for learning dispositions with written stories. The learning pit and learning zones had also been used.