1. Learning about learning
Banstead Infant School
February 2018

2. observant
determined

3. co-operative
curious

4. imaginative
adventurous

5. reasoning
investigative

7. What we found out Analysing learning – know what they need to bring
Raised self-esteem – children see themselves as capable and important
Repetitive – gives framework for children to hold onto - scaffolding
Learning is already made clear, now building on that by saying which learning behaviours we expect to see so the children are showing and explaining these behaviours. The more it is made obvious to the children the more they do it. They like to feel they are real writers, mathematicians, scientists etc. They are in charge of their learning approach
Implicit expectation of quality – being an artist/scientist

8. This attitude to learning and self belief does not happen without the right conditions for growth. The learning habits are a foundation on which to build but alongside them needs to be another essential aspect of intelligence: the growth mindset…….

9. Intelligence is no longer something that is seen as fixed but rather something that can be grown.

10. Why do mindsets matter?
Consider two children of similar achievement levels and background given the same task. The task is well pitched and designed to stretch them.
Rowan sets to with gusto. He's good at this sort of task and values
his reputation as someone who gets things right, fast. He finds the
task unusually tough and quickly becomes dispirited, worrying that
he's coming across as 'slow'. He tells his classmates the task's
'boring' and he disengages from it.
Naz sets to with gusto. He finds the task tough and his intellectual
interest is heightened. His initial attempts lead nowhere and he
laughs when he realizes he's going down a blind alley. He tries a new
strategy and engages classmates in a task-focused discussion. He
shows curiosity and tenacity and steadily makes progress.
Children might also say “I know that.” or “I just forgot”.

11. Growth vs. Fixed Mindsets
Your belief:
Intelligence is a fixed trait
Intelligence is cultivated through learning
Your priority:
Look clever, not stupid
Become more clever through learning
You feel clever:
Achieving easy, low effort successes and outperforming others
Engaging fully with new tasks, exerting effort, stretching and applying skills
You avoid:
Effort, difficulty, setbacks, higher-performing peers
Easy, previously mastered tasks

13. Growth mindset is the deep-down belief, born of experience, that putting in the effort in learning is a worthwhile thing to do, because it is likely to bear fruit both in terms of making progress on things you care about, and in terms of strengthening your intelligence itself, which will stand you in good stead for the future.

15. A few years later……

16. How Do Mindsets Work? Rule Number 1:
Fixed: look clever at all costs, never look stupid
Growth: learn at all costs

17. How Do Mindsets Work? Rule number 2: Effort:
Fixed: it should come naturally, effort = lack of ability. Equate being clever with not having to work hard. Struggling means I’m not clever.
Growth – work hard, effort is hard but allows you to increase your ability over time –even geniuses have to work hard at their discoveries. Dedication and hard work are the key.

18. Do Geniuses Work-- Or Does it Just Come Naturally?
Einstein
Marie Curie
Marie Curie and Einstein developed their genius through passion and tremendous effort.

19. How Do Mindsets Work? Rule number 3: In the face of setbacks
Fixed: it’s about me, children hide mistakes or deficiencies ,can lead to cheating. No recipe for handling difficulty, give up, become defensive, try to feel superior in other ways. “I’m bored, it’s boring.”
Growth: confront mistakes, mistakes are supposed to happen, address deficiencies by studying more and working harder “I’m going to keep practising until I get better.” It is the foundation of resilience.
Fixed: Nia, Hollie, Christopher Growth: Ruby, Emily, Fahad, Charlie

21. Seen displayed in a classroom:F A I L
irst
ttempt n
earning

22. How Are Mindsets Transmitted?
Our language tells children what we believe and what we value.

23. Intelligence vs. Process Praise
Intelligence praise = “Wow you got them all right you must be clever.”
Process praise: “Wow you got them all right, you must have practised a lot and worked really hard.”
Intelligence praise = Fixed
Process praise = Growth
Looking clever vs. Learning

24. What to Praise
Effort, struggle, persistence despite setbacks, but not just effort…
Strategies, choices
Choosing difficult tasks
Learning, improving
Make the word ‘struggle’ a positive word
“Who had a great struggle today?” indicates positivity, learning.

26. The Power of Yet I’m not good at _____... I can’t do ______...
I tried but it didn’t work…
yet
yet
yet

27. Changing Mindsets
The brain is like a muscle that gets stronger with use and it has the ability to grow and change.

28. The brain is a network of cells (neurons)
The cells communicate through chemical messages .
The messages signal other neurons whether to fire or not.
Learning promotes the formation of new connections between neurons in the brain. These new connections or pathways grow stronger with practice. Eventually, if you practice enough, the brain coats the pathways in myelin. This enables the signals between the cells to travel more quickly which makes things ‘automatic’.

29. Growth Mindset A growth mindset enables children to:
Embrace learning and growth
Understand the role of effort in creating talent
Maintain confidence and effectiveness in the face challenges and setbacks
…and it can be taught. It’s never too late!

30. Growth Mindset language
Well done. You are learning to....’
‘I’m really pleased you tried that. Look
what you achieved.’
‘I like the way you....’
‘Don’t give up’
‘What are you most proud of?’
‘Good learner’ instead of clever
‘Be brave’
‘Have a go, have another go’
‘Not work - learning’

31. Growth Mindset language
What did you learn today that surprised you?
Did you make any good mistakes today?
How did you learn from them?
What did you do today that made your brain grow?
How did you help someone else stretch their brain power?

32. Aged 15 Jack Andraka discovered a near-100 per cent accurate test for pancreatic cancer that diagnoses early enough to ensure an almost 100 per cent chance of survival.
His test is currently undergoing clinical trials. He is now making his own nanobots. “My nanorobots are like these miniature bombs that go around. What makes them robots is that they can communicate with each other and learn how to treat cancer. I programmed them with artificial intelligence and I do that using DNA, which is programmable.”
“I wouldn’t call myself smart,” he says. “I know people who are way smarter. But ... I guess it’s how you use information. It’s about creativity rather than facts. I’m a creative thinker. My parents never told me answers. They told me how to think, not what to think.”

33. It should be a basic human right for children to live in an environment where the growth mindset exists.