Pollington-Balne CE Primary School Love to Learn Programme Please help yourself to a tea/coffee and complete the quiz (first response answers are the best for this)

Calculating the results Strong Growth Mindset = 45 – 60 points Growth Mindset with some Fixed ideas = 34 – 44 points Fixed Mindset with some Growth ideas = 21 – 33 points Strong Fixed Mindset = 0 – 20 points Adapted from: http://www.classroom20.com/forum/topics/motivating-students-with

Overview Learning Programme Q & A Changes from November 2016 Over to our first presenters…

Not just another initiative Our Ofsted success means we are in perfect position to re-evaluate/enhance how we do things Our ‘love to learn’ programme will launch us into a more innovative way of teaching and learning (the whole school community) as it will incorporate elements of: Developing growth mindsets, coaching (staff and pupils), 5r’s, embedding formative assessment, neuro-linguistic programming and well-being Influenced by Dweck, Dagan, Keeling and any other new research that comes along!

Educational Endowment Foundation Toolkit Intervention Cost Quality of Evidence Extra Months of Learning Feedback ££ * * * +8 Metacognition and self-regulation * * * * Peer tutoring +6 Early Years intervention £££££ 1:1 tuition ££££ +5 Homework (secondary) £ Collaborative learning Phonics +4 Small group tuition £££ Behaviour interventions * * Digital technology Social and emotional learning

Love to Learn Keep your thoughts positive Because your thoughts become your words Keep your words positive Because your words become your behaviour Keep your behaviour positive Because your behaviour becomes your habits Keep your habits positive Because your habits become your values Keep your values positive Because your values become your destiny. Mahatma Gandhi

Creating the right conditions for learning Children measure themselves by what people do around them. When they start school, they begin to say, ‘I can’t’

Growth Mindset Our aim as a school has to be to build the growth mindset in our young people, and avoid the fixed mindset that can trap them into a premature plateau and cause them to fall short of their unknowable potential.

Carol Dweck Dweck’s research falls into the category of most of the best of our research into education, in that it merely ends up confirming the eternal truths of the classroom: turn up, work hard, study, do well; work harder, do better; believe you can improve and you probably will, believe that you can’t and see what happens.”

How do you want to appear to others Fixed Mindset LOOK CLEVER AT ALL COSTS Growth Mindset LEARN AT ALL COSTS

How do you want to appear to others Fixed Mindset Respond poorly to feedback from others Jealous of the success of others Seek to put people down Growth Mindset Learn from criticism and suggestions Seek strategies to improve

Carol Dweck says “If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.

What matters most is how you see yourself! Hattie found that the single most effective influence on achievement was students’ own expectations of themselves. What matters most is how you see yourself!

Responding to setbacks Fixed Mindset It’s about me HIDE MISTAKES AND DEFICIENCIES Growth Mindset It’s about learning CONFRONT MISTAKES AND DEFICIENCIES

Responding to setbacks Fixed Mindset Avoids trying something new Finds it extremely hard to cope with setbacks Seeks to blame others for their setbacks Growth Mindset Setbacks highlight issues/problems that need to be dealt with and learnt from Actively seek out learning opportunities

Fixed Mindset

John McEnroe John McEnroe was the world champion of tennis for 4 consecutive years, but he has acknowledged that he responded badly to setbacks. He has admitted that he didn’t maximise his potential and could have performed better for longer

Fixed Mindset IT SHOULD COME NATURALLY Talent vs Effort Fixed Mindset IT SHOULD COME NATURALLY Growth Mindset WORK HARD, EFFORT IS THE KEY

Talent vs Effort Fixed Mindset Intelligent people are born that way See further effort as undermining their genius Talent and intelligence is everything Growth Mindset Understands that no matter what your natural aptitude, effort is essential to improve and achieve Persistently committed and motivated

Andy Murray Started playing tennis aged 2 Practised 5 days a week, every week By aged 5 playing in tournaments for under 10’s By 8 he was allowed to play against adults in competitions Had few friends in secondary school and trained in all of his spare time Aged 15 asks his mum to move to Barcelona so he can be trained with the world’s best

Typical Day for Andy Murray 7:30 – porridge and protein shake 9:00 – 11:30 – running drills 12:00 – rest/lunch 13:00 – 16:00 – technical hitting drills and endurance training 16:30 – 18:30 – in the gym for stretching and weights 19:15 – dinner and TV. 21:30 - bed

Can you learn ‘ growth mindset’? The power of ‘yet’…

The 4 Minute Mile This was deemed completely impossible The minute Roger Bannister achieved it, a short time afterwards it was beaten! Now there are approx. 900 people who have achieved it – shows how powerful the belief system is!

And but … I don’t’ know this yet, but I can go away and read a book, ask someone…..

Rebranding Failure

School Reports What do we communicate about achievement: ‘Abigail is a bright pupils who is a clearly gifted historian’ Everything we do in school should be designed with ‘growth mindset’ principles

It’s not just about effort… One mistake is to encourage students to give “more effort” when they really need not only apply more effort but also change strategy. Effort is necessary but is not the sole ingredient for success. When confronted with continued failures, despite heightened effort, students might conclude that they can’t succeed, sapping their motivation. Effective growth mindset interventions challenge the myth that raw ability matters most by teaching the fuller formula for success: EFFORT + STRATEGIES + HELP FROM OTHERS

Embed Growth Language Goals Resilience Effort Attitude Tools GREAT!

When this is ‘launched’ it is imperative that the plasticity of the brain is explained to children

NLP Most people operate @1-2% consciousness in their daily activity Therefore what happens with your ‘unconscious’ mind is important We have to re-program ourselves to change our behaviours

planning Critical thinking Short term memory Will power decisions Habits and patterns protection Automatic body functions Long term memory creativity emotions Cellular memory

NLP strategies for learning 95-99% of our actions are unconscious and relate to previously stored behaviour responses It is vital we re-programme anything which blocks learning – attitude, self belief, limiting beliefs, fear of failure

opportunityisnowhere

opportunityisnowhere Only when ‘pushed’ do you see ‘opportunity is now here’

Seeing things differently

Seeing things differently

Seeing things differently

Seeing things differently

Seeing things differently We must be aware that some people take longer to see ‘both things’ We need to revisit things at at least 4 intervals – once within the hour, the next day, once a month later, then a couple of months later During each ‘revisit’ the synapses are fired each time!

NLP for learning We need to be empathetic with our learners and so must know what matters to our learners Good rapport/relationships is really important

Well-being Psychological Well-being There is currently a pre-occupation with repairing damage, when the focus should be on developing strength and resilience This does not come naturally, therefore: We have to teach it!

Moving towards positive psychology Doing more of what works Building on success Harnessing strengths Building on best practice

The Set-point Theory of Happiness What’s your set-point?

What’s your set point? The set point theory assumes we each have a fixed 'average' level of happiness around which our day-to-day and moment-to-moment happiness varies. Our brain is more ‘in tune’ with the negative (caveman instinct) Most people don’t live anywhere near their set point

What affects your set-point Circumstances Things you can change Home life Skills Work life Experience Money Self belief Self awareness Curiosity Empathy Resilience Taking risks Goals Perseverance reflection 50% of your set point is determined by genetics What % do you think is determined by circumstances and what % by those things you Can change?

What affects your set-point Circumstances Things you can change Home life Skills Work life Experience Money Self belief Self awareness Curiosity Empathy Resilience Taking risks Goals Perseverance reflection 50% of your set point is determined by genetics 10% is determined by circumstances. 40% determined by things we can influence and/ or change

What affects your set-point Circumstances Things you can change Home life Skills Work life Experience Money Self belief Self awareness Curiosity Empathy Resilience Taking risks Goals Perseverance reflection When it comes to our pupils we cannot do much about their circumstances, but we can do a lot about the elements in the right-hand column.

Random Act of Kindness Turn to the person next to you and increase their set point!

We over-catastrophize stuff and we need to stop this!

Coaching So, we need to change the way we: See things Think things Do things We can use coaching as a conduit for strategies and techniques included in our ‘love to learn’ programme

Dallas Cowboys He put the plank across two skyscrapers and repeated the request. None of them did it. What changed?

Coaching

A closing word from our pupils Any questions?