Growth Mindsets at Long Crendon The Story So Far

1. Growth Mindsets at Long CrendonThe Story So Far Monday 29th February 2016

2. Why are we here? • Growth and Fixed Mindsets – a recap • The Learning Pit and Making Mistakes • Differentiation in the classroom • What the children know • Where do we go from here?

4. The children have learnt about being “In The Pit”

5. The children have learnt about being “In The Pit” When asked “How do you feel when you are in the pit?” these are some replies: “At first I felt left out because I felt like I couldn’t do it but then I realised I was learning.” “The pit makes me want to improve.” “I can feel upset or angry and I have had to learn what to do to get out.” “I want to be in the pit because I know I will improve.” “I don’t want to give up.”

6. Learning from Mistakes flow chart

7. It is not just about learning from your mistakes but understanding the types of mistakes we make. From here we can learn more effectively.

8. Differentiation Explained The Glass Ceiling • Simple Definition: an unfair system or set of attitudes that prevents some people from achieving the highest possible goal • For example: setting children in ability groups, giving children tasks according to teacher’s own set of beliefs or assuming a child can achieve a challenge based on data thus pushing them without the consolidation. Overcoming The Glass Ceiling • Children not sat in ability groupings in class • Children given the opportunity to complete any challenge set, e.g. Hard, Harder and Hardest or Challenge 1, 2 & 3. • We do not talk about ‘easy’ and ‘difficult’ challenges – it’s how comfortable or challenged we feel. • Teachers use professional judgement to make sure that children are appropriately challenged

9. Differentiation Explained Proof is in the Pudding! Maths: Comparison of the year group cohorts Autumn 2014 - Autumn 2015 % achieving above national Autumn expectations (2014) against % achieving above national average PUMA score in Autumn 2015

10. Differentiation Explained Proof is in the Pudding! Reading: Comparison of the year group cohorts Autumn 2014 - Autumn 2015 % achieving above national Autumn expectations (2014) against % achieving above national average PUMA score in Autumn 2015

11. Differentiation Explained What do the children say? I like having the choice of the challenge – sometimes I need to work on something I am unsure of, but sometimes I know I can push myself. I want to learn more. (Y6) I like having more options. (Y5) If I choose a harder challenge it means I learn more. (Y1) I tend to choose the challenge that is right for me – not too hard but not too easy. (Y2)

12. Differentiation Explained What do the children say? It has helped me learn that if I try hard on something that is a challenge I learn more and eventually get the challenges right. (Y4) I like giving myself a challenge. (Y1) It makes me want to take on the challenge and get better. (Y5) You can choose a task to fit your own ability and do what makes you feel comfortable and learn. (Y3) My teacher might say to challenge myself more with a different challenge so I learn more – I should choose that challenge really! (Y2)

13. Differentiation Explained What you may see in the books

14. Differentiation Explained What you may see in the books

15. Differentiation Explained What you may see in the books

16. Whole School Learning The children have had many assemblies on Growth Mindset Including: • People who have learnt from their mistakes / failures • How it feels to be in ‘The Pit’ • Resilience and Determination • Never giving up • Encouraging others

17. Whole School Learning This term the children have been introduced to the fact that having a Growth Mindset is not just about learning from mistakes or persevering all of the time. It is also about growing the mind.

18. Whole School Learning The children have been fascinated to see how their brains can grow. Healthy Brains need food, water, rest, stimulation and practice to grow and perfect skills we learn.

19. Whole School Learning Memory is a key to effective learning – without it we would never learn. • Played memory games • Set challenges for the children • Given the children ways to remember, e.g. Stories Let’s play a game!

22. One picture has been removed – which one? One picture has been removed – which one?

23. Answer: the coin.

26. One picture has been removed – which one?

27. Answer: the can.

30. One picture has been removed – which one?

31. Answer: the orange.

32. 5 x 4 = 20 6 x 3 = 18 5 x 5 = 25 7 x 8 = 56 9 x 7 = 63 2 x 11 = 22 12 x 11 = 132

34. 2 x 11 = 22 9 x 7 = 63 5 x 5 = 25 7 x 8 = 56 5 x 4 = 20 6 x 3 = 18 One multiplication has been removed – which one?

35. 12 x 11 = 132 Answer

36. Where do we go from here? • Further embed the Growth Mindset philosophy in school – it doesn’t happen overnight! • Continue to work with the children with Fixed Mindsets and help them towards a Growth Mindset – How? • Differentiation in the classroom – all children to overcome the glass ceiling. • Introduce Philosophy for Children. • Over to you • What else do you think we could do? What comments do you have? How is it going for your child? • Please use the large sheets of paper to write down your thoughts as you discuss the Growth Mindset philosophy.

37. Thank you Thank you for coming this evening. Let’s continue to grow our children’s minds and work together to embed a Growth Mindset culture in to Long Crendon.