An Introduction to Growth Mindset

Transcription

1 An Introduction to Growth Mindset The beliefs people hold about their attributes and abilities is called mindset. When they believe they cannot change these (such as their intelligence), they are said to have a Fixed Mindset, and when they believe they can be changed through learning, a Growth Mindset. The work of Professor Carol Dweck on this important area is something that could support many of your students. In these set of lessons we ask students to explore the difference a growth mindset could make for them and in achieving the things they want. Could it help them to be happier and more successful? Over 40 years Professor Dweck and colleagues carried out significant research into the role of mindset and found empirical evidence that suggests that when people understand that they can develop their intelligence through learning, they are more motivated, understand learning is valuable, make greater effort, are more resilient and raise attainment. As a result they are much more likely to be successful and happy. Specifically they are more likely to: Better meet challenge and adversity. Know that it is down to them to make the effort if they want to achieve anything. Attribute success to their hard work and not any innate abilities. Be open to constructive feedback and to act on it. Learn from mistakes and from others. Get on in life and achieve their ambitions. Do it the right way and not cheat or cut corners. Are these all things you would like in your students and are they more likely to achieve the results you want for them too? Copyright Developing Potential Ltd Page 1

2 Dweck estimated that around 40% of the population has primarily a growth mindset, with a similar percentage having a fixed mindset. The rest had a mix, with a growth mindset on some things, for example how they practised and developed at a sport and fixed in other areas, for example, saying, I don t do maths. Her research also suggested that there was little difference in these percentages across gender, race, ethnicity and social background. Finally, and importantly, Growth Mindset can be taught. However, from our experience and from that of other practitioners, helping students to develop a growth mindset isn t easy. You can t just tell students to have a Growth Mindset. Many people just don t respond to being told what to do and for those who have a belief system that tells them they aren t confident or can t do things, we want them to change their thinking and behaviour. Sharing the brain science behind a Growth Mindset and helping students to discover and experience how it might help them, has been shown to be effective. The lessons we have developed are designed to do just that. The other problem is that developing a Growth Mindset includes the need to put in effort and practice. But telling young people they just have to work harder doesn t usually achieve the desired result. They hear this all the time - from teachers and parents or carers, among others. The journey you will take them on will help them better understand why and how a Growth Mindset will help them and it has been shown to be more effective when students have a greater understanding and take responsibility for their own progress. Copyright Developing Potential Ltd Page 2

3 USING OUR GROWTH MINDSET LESSONS We have developed ten lessons and associated resources to help you support all your students developing a Growth Mindset in 10 hours (though this is just the start and you will want to keep reinforcing this in other lessons and through practice). We also shouldn t forget that many adults, including teachers, school staff and school leaders have a Fixed Mindset, at least about some things. These lessons will therefore be a valuable school resource for teachers to explore and to help them role model what they want their students to do. We know that students are most likely to copy what others do, rather than what they say, so teaching about Growth Mindset is not enough. Behaviour needs to demonstrate it too. These lessons will enable staff and students to better understand The importance of mindset and the difference between a Growth and Fixed Mindset That it is OK to make mistakes and fail, as long as they learn from them How the brain changes as they learn and how to best take advantage of this to improve their enjoyment, performance and results The impact of working memory on learning and performance That they can improve their results in any area where they choose to focus, whatever their current performance That effort and practice is needed to master any subject, knowledge or skill How to use their strengths to improve their motivation and results A framework they can use to GROW their mindset The little used three levels of goal setting that will help them achieve the things they want The importance of feedback and how they can effectively give and receive it Copyright Developing Potential Ltd Page 3

4 LESSON CONTENTS 7.1 YOUR MINDSET What is mindset, why is it important, measuring your mindset and the characteristics of high achievers. 7.2 FIXED OR GROWTH MINDSET? What is the difference between a Fixed and Growth Mindset and why what you say to yourself really matters? 7.3 IT S OK TO FAIL Understanding that you have a choice about how you think, why it s OK to make mistakes and fail and what are you prepared to try. 7.4 GROWTH MINDSET NEUROSCIENCE The science behind Growth Mindset and showing students they grow their brain as they learn and how they can best put this into practice. 7.5 LOOKING AFTER YOUR BRAIN To help learning it is important to look after your brain and to understand the impact that working memory will have on your learning and performance. 7.6 YOUR STRENGTHS Understanding what a strength is, why it is helpful to know what they are, how to find and use them. 7.7 GROW YOUR MINDSET Sharing a framework that students can use to help grow their Growth Mindset, and introducing them to the three levels of goal setting. 7.8 PRACTICE, PRACTICE, PRACTICE Asking your students to show and tell something they are good at, how it makes them feel and how competent they were when they started. To then use this to think about applying the same process to something they find difficult. Copyright Developing Potential Ltd Page 4

5 7.9 GROWTH MINDSET FEEDBACK Why feedback is so important and how students can effectively give and receive feedback, including being able to give themselves advice EMBEDDING YOUR GROWTH MINDSET Understanding how we learn most effectively, revisiting the key learning from the Growth Mindset lessons and asking students to teach about Growth Mindset. GETTING STARTED As a first step you may want to review the lesson plans and watch or read some of the articles and videos (we have provided links) to get a better understanding of this important area. However, we know time is a precious commodity so the lessons are also designed so you can make a fast start and work your way through them. The lessons should be interactive and involve students in their own learning. Many of them include questions for discussion and activities and alternatives in some case so you can match them to the age and abilities of your students. They encourage working in pairs, groups, circle time and as a class. A coaching approach to delivering these will allow students to use their own examples and to think of or at least contribute to developing their own solutions. We provide training to support schools in effectively implementing these and the other lessons in our Successful Lives curriculum. Where schools have taken this training they have seen a quicker and bigger impact. This has been measured through school data, other questionnaires, such as PASS, and through observation and school feedback. We would be happy to share details of this with you and please lessons@successfullives.co.uk. Copyright Developing Potential Ltd Page 5

6 The lessons are suitable for students aged 9-18 and if we can help them to start young then they will be able to use what they learn and benefit throughout their schooling and beyond. But there will also be many young people in the later years that have a fixed mindset and who will benefit from these lessons too. Depending on age and ability you will have to adapt the lessons to meet the needs of your students though we know that this is what most teachers like to do anyway, to add their own approach and style. For younger students, you may complete in larger groups or in circle time, rather than pairs. Each lesson has exercises, discussion items, activities and extension tasks. Depending on the age and abilities of your students you may want to swap any of these around or add your own. Each lesson has been designed so it can be completed within 60 minutes, though there is opportunity for the sessions to be expanded and for more time to be spent on some of the activities the choice is yours. There are also extension tasks that can be used to expand the lessons and the learning. Individual exercises have timings so you can use them within a collapsed timetable, as assembly topics or perhaps as shorter sessions within tutor or form time. IMPLEMENTING THE LESSONS Once you are familiar with the lesson plans you will want to plan how to implement them. Our experience of supporting schools across the full curriculum of our lessons has shown that choosing the right teachers to deliver the lessons makes a difference. Ideally they will have an interest in this area and role model the behaviours you want to see in your students. Decide who will be responsible for leading and ensuring the lessons are taught and how you will make sure they are taught well. Copyright Developing Potential Ltd Page 6

7 Ideally you will Agree when the lessons will be taught and who will teach them. Set a timetable, with the lessons at least a week apart to allow for reflection and practice. Agree what preparation time is needed and how the teachers involved can share the planning and also review to see what worked well. Review the extension tasks and decide what might be used to help embed the learning, either as homework or as additional lessons. Whether you will use assemblies or other activities to further support you. Access to the lesson plans and other resources can be provided on-line to each teacher (simply send a spreadsheet showing first name, last name and address in three columns to lessons@successfullives.co.uk) You can track student progress through your own data (scores, absences, attitude, etc.) and we can also provide you with questionnaires you might use to measure resilience and wellbeing (available on request). We are here to help in any way we can to answer questions, or provide information and advice. Just lessons@successfullives.co.uk or call 0044 (0) These Growth Mindset lessons form part of the Successful Lives Curriculum, which is a comprehensive set of 63 lessons that help schools to develop successful learners, employees, leaders and good citizens, who will be independent. They give students the very best chance of taking responsibility for making the most of their potential. Other lessons themes include: Understanding Success Developing a Success Map Stepping Out of Comfort Zones Learning to be their Own Performance Coach Copyright Developing Potential Ltd Page 7

8 Making the Most of Their Internal Resources (Body, Mind, Emotion and Spirit). Finding Their Passion / Interests Emotional Intelligence Leadership Skills Teamwork Public Speaking and Presentation Skills Building Resilience For more information on any of our lessons please lessons@successfullives.co.uk For information relating to our whole school approach for Resilience, Wellbeing and Mindset or the training we deliver for school leadership teams and staff please enquiries@developingpotential.co.uk Or call us on 0044 (0) Copyright Developing Potential Ltd Page 8