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How can we encourage children to attribute their effort to their success?

How can we encourage children to attribute their effort to their success?. Identified Groups. Whole class Reluctant writers/RAP – all boys. Introducing the wider concept:. Areas of interest: Self-reflection Recognising success Identifying how feedback affects success Types of feedback

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How can we encourage children to attribute their effort to their success?

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  1. How can we encourage children to attribute their effort to their success?

  2. Identified Groups • Whole class • Reluctant writers/RAP – all boys

  3. Introducing the wider concept: Areas of interest: • Self-reflection • Recognising success • Identifying how feedback affects success • Types of feedback • Quality of work • Building self esteem • Using research evidence of Dylan William – Providing feedback that moves learners forward

  4. How did practice change? • Explicit use of ‘mindset’ language used by all adults during discussion/marking • Displays to promote positive mindset • Self evaluation prompts • Change of class dynamics – more time spent with pupils on feedback

  5. Measuring impact Collecting evidence • Questionnaires • Work sampling • Sliding scale continuum Findings: • Children gave up easily • Fixed mindsets • Didn’t take note of written comments • Only looked when they knew they had worked hard on a piece of writing

  6. What happened? The effect of different types of feedback on: • Future learning • Self esteem • Effort • Chance taking • Self reflection • Improved understanding • Independence

  7. Sharing Success! The preferred method of feedback was verbal feedback because: • It was personalised • It was instantaneous • Showed what was going right and wrong • Could be acted upon immediately to make improvements • Effort = success = improved self esteem • Reward for improved risk taking

  8. What the children said… How would you describe your mindset before we started our enquiry? Closed, because when the challenges are laid out I would always go for the easy challenge but now I don’t. Closed because if questions were too hard I would just give up and say it to another person ‘Help me this is way too hard’. My mindset was probably closed.

  9. What have you learnt from the mindset enquiry? You should always have a go at doing something. You can’t just look at your task then say I can’t do it. If you give it a go it doesn’t matter if you get it wrong. I used to go for the middle challenges but now I go for the harder ones.

  10. How would you describe your mindset now? My mindset is open now and if I can’t do something at first I will understand it eventually. Open-ish because I try and try and try again. You don’t give up. You say ‘I can’t do it yet’.

  11. What has the enquiry taught you about effort and learning? It’s taught me to keep on working on it and putting in as much effort as I can even if the questions go wrong. If it’s hard you are learning and it isn’t all about getting them right. It’s mainly about your effort. To never give up even if something is really hard.

  12. Where are we now? • Growth mindset culture is fully embedded • Continue to apply verbal feedback wherever possible • Promote ethos of ‘critical friend’ • http://discoveryden.wordpress.com/mindset-enquiry/

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