Emotional Health and Well-being Mobilise Choice Emotional Health and Well-being PLC2 November 2017

Carol Dweck - Mindset Fixed IQ Incremental (untapped potential) Essential that teachers support pupils to believe that learning is incremental- by working you get smarter. Carol Dweck -lots of research into growth mindset and its effects How students make sense of success/failure Fixed IQ – if you think you will succeed, you will attempt the challenge to confirm your own view of yourself If you decide you are likely to fail, you will disengage, not attempt task Incremental – intelligence can be gained. By working you become more intelligent. Relish challenges as they believe they will develop their learning/intelligence. Dweck suggests that people may be more disposed to one way or another but others in the field say it can be dependent on the situation/context.

Attribution Theory Fritz Heider and Carol Dweck The way we perceive success or failure is dependent on three factors: Personalisation – the extent to which we believe success is influenced by internal or external factors. Stability – if success/failure is perceived as being stable then students may not believe that they can improve. Unstable – they can do something about it. Specificity – whether success in one area leads to success in other areas. Ideally students should see success as specific so that failure in one area doesn’t mean failure in all areas. In 1958, Fritz Heider first articulated what has become known as Attribution Theory. More recently, Carol Dweck has taken on board the theory in her work. How students make sense of success/failure Students need to receive the message through our actions and feedback that their success is due to internal (it’s down to them) unstable (they can do something about it) and specific factors (finding one piece of learning difficult doesn’t mean that all learning will be difficult – lead to failure)

Dual-pathway Theory M. Boekaerts Boekaerts suggests that mindset is not the only thing that matters. When faced with a task, students make a decision. They decide whether they are going to focus on their own well-being or growth (learning). Boekaerts believes that we can support students to change the balance where necessary so that they are focused on growth rather than well-being.

What makes effective feedback? Dylan Wiliam on feedback Long clip but pick out relevant sections for your team. 17:33 – 19:20 - Dylan Wiliam explaining most effective type of feedback from a study by Nyquist What children do with feedback is the most important. Effect sizes – tell you about the strength and direction of any change that has taken place – 0.4 moderate, 0.8 large effect size. 19:20 – 23:00 The feedback effects table (from PLC1) 23:00-36:00 - Dual-pathway theory. Pupils’ mindset is a factor in how they take feedback on board+ Interest Capability Importance Value Cost – time/embarrassment When students are about to undertake an activity or task, students choose either well-being or growth. We want them to choose growth. How would this work in practice in your settings? Can we think of practical examples of different ways to encourage students to focus on growth rather than well-being. Does your feedback focus on growth rather than well-being? Examples given – lower the cost of failure – lots of people found this really difficult… building trust/relationships. Jaeger – wise feedback – tell pupils why you are giving them the feedback- not being mean, I care about your learning and want you to be able to improve and learn more. No such thing as correct feedback – how it is received and what pupils do with it.

A diagram showing how ideas from Heider/Dweck and Boekaerts can be combined. Teachers to consider how they can have impact on pupil mindsets (often through feedback). Do teachers consider the points made by Boekaerts when planning lessons and during instruction? Is the value of the learning made explicit to pupils? How can you lower the cost to pupils/stakes? Wiliams suggests that a pupil’s mindset and the cost/value/interest/capability/importance all have an effect on whether pupils choose well-being or growth. Growth=learning.