Which subjects are you bad at?

1. Which subjects are you bad at? • Maths • Languages • P.E. • French • Art

2. ‘Is this ok?’ Reflecting on resilience and growth mindsets By Tina Herringshaw

3. What is the issue? • Students ask for reassurance. • ‘Miss, is this ok?’ • Art has fundamental rules we teach. • Students still ask if their work is ‘Right’, ‘Good’ or ‘Correct’ • Why do they need confirmation? • Why are they not able to work it out?

4. Dispelling the myth – Fixed mindset Who is bad/good at: • Maths • Languages • Sport • Art? Born natural artists? talk, walk, write No. ”A fixed mindset—the idea that abilities are carved in stone,… When [students]hit obstacles, setbacks, or criticism, this [is] just more proof that they [don’t] have [these natural] abilities.” Dweck

5. So how do we learn? • By watching, trying, failing and trying again.. practice • When we fall off the bike and we get up, brush our knees off and try again. • So we can improve at art or any subject?

6. Building confidence in yr7 • Example of students work with progress over 1 lesson 1. Memory 2. Observation 3. Taught observation “With a growth mindset, kids don’t necessarily think that there’s no such thing as talent or that everyone is the same, but they believe everyone can develop their abilities through hard work, strategies, and lots of help and mentoring from others.” Dweck

7. How can I build resilience in students so that they ‘know’ they are doing well, and can use feedback to help them improve?

8. What the research said • Lucy Dasgupta’s MSc ‘Exploring strategies that foster a growth mindset rather than a fixed mindset in previously high attaining secondary school Mathematics students’ • ‘The perils and promises of praise’ by Carol Dweck • ‘Carol DweckRevisits the ‘Growth Mindset’’ “Students mindsets - how they perceive their abilities-played a key role in their motivation and achievement, and we found that if we changed student’s mindsets, we could boost their achievement.” • Feedback

9. Feedback • Feedback observation template

10. Praising intelligence • Dweck explains why; “Many (educators) believe that praising a students’ intelligence builds their confidence and motivation to learn, and students’ inherent intelligence is the major cause of their achievement in school. Our research has shown that the first belief is false and the second can be harmful – even for the most competent students.”

11. Empty Praise • “Good”, “Well Done”, “You’re Great”. • Fixed mindset,- intelligence • Students care about being judged: smart or not. • Afraid of effort = dumb • Previously high attaining students stop working when the work becomes challenging • Lack of resilience

12. Action research • Peer observations & discussions • Videoing our own practice to self-evaluate • Break ‘empty praise’ habit • Barriers prevented us from developing a growth mindset • Strategies build resilience

13. Findings • “you have managed to sew accurately around that shape, now see if you can add a second layer to build more detail to your design” • Add on … “Well Done!” • Unfinished – “OK” • “You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindsettrait.” Dweck

14. Moving forward • Build resilience • Highlight & alter practice • Aware responses • Student self evaluate They have the interventions “ that will boost their motivation, resilience and learning” Dweck. • How can I support teachers in their personal growth mindset? • Is there a set of strategies that teachers can use to improve their growth mindset feedback and reduce empty praise? • How can I make growth mindset important to staff and not just another tick box exercise?

15. “…As educators, it is our responsibility to create a context in which a growth mindset can flourish.” Dweck