1. Having a closer look at Confidence, Motivation, Mindset and Resilience

2. What we’ll cover this morning Examine what we mean by confidence Explore motivation in education and the growth mindset Some thoughts about resilience Some tips, tools and techniques going forward at AA

3. Confidence What is confidence? What does confidence look like? What are the barriers in developing confidence in ourselves and others?

4. Self-Determination Theory (Deci & Ryan) Self-Determination Theory RelatednessCompetence Autonomy

5. Professor Carol Dweck’s self-theories Based currently at Stanford University in California Over 30 years research in this area Interested in student perceptions of themselves as learners Self theory linked to self belief, motivation and future aspirations

6. Having a closer look at the Growth Mindset Carol Dweck’s research within a historical context 1954: Reuven Feuerstein's work on the teaching of intelligence (see Changing Children’s Minds by Howard Sharron, 1994) 1967: Michael Scriven – difference between Formative and Summative assessments 1988: Terry Crooks demonstrates that there is little evidence that classroom assessment assists in the learning process

7. Carol Dweck’s research within a historical context… 1998: Paul Black & Dylan William’s “Inside the Black Box” – potential for assessment to provide feedback to improve learning 2000: Carol Dweck’s “Self Theories : Their Role in Motivation, Personality and Development” 2006: Carol Dweck’s “Mindset – the new psychology of success” 2009: John Hattie’s “Visible Learning”

8. The essence of the Growth Mindset “For twenty years, my research has shown that the view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value. Professor Carol Dweck

9. Entity and Incremental Self Theories about Intelligence

10. Self Theories: Entity (the fixed mindset) Inherent belief that your intelligence is fixed Born with a certain amount and you work within your limitations You don’t want to look stupid – so you avoid challenge Fear of failure or failure avoidance Set easy performance goals with low challenge and expectations

11. Self Theories: Incremental (the growth mindset) Belief that your intelligence isn’t fixed “I can develop and cultivate strategies that can help me to improve” Failure is viewed as a gift. It means you will try harder and revise your strategy next time. The idea of failing forward. Open to critical feedback. You want insight into how you can do better Open to challenge and to testing yourself You have learning goals

12. Fixed and Growth Mindset

13. Mindset: The new psychology of success “One of the ways great teachers stand out from others is that they tend to have a growth mindset. They view achievement not as innate, but rather as changeable — the result of hard work and effort. In contrast, teachers with a fixed mindset create an atmosphere of judging. These teachers look at students' beginning performance and decide who's smart. Then they give up on the others”. Dweck writes, great teachers "believe in the growth of the intellect and talent, and they are fascinated with the process of learning”. Taken from ‘Mindset: The new psychology of success’ (Carol Dweck, 2006)

14. Developing the Growth Mindset What can you do in your “world”? Teachers demonstrate a growth mindset through their own behaviour and interactions. Be aware of how you relate to others (staff and pupils) They view achievement not as innate – but rather as changeable and malleable. They have intellectual curiosity about how they can help others improve They demonstrate the Growth Mindset in their own lives The primary importance of praising for effort – not ability. Reflected through verbal and written feedback including small and subtle interactions. They believe that hard work and effort gets results. Success isn’t an accident, or about luck – that feeds into the idea of the fixed mindset Thomas Edison’s adage – “genius is 1% inspiration and 99% perspiration” Use of non linguistic, visual representations in the classroom and school – posters, displays and so on. That can be a useful starting point – but isn’t enough. Work on what you can influence (internal locus of control) Get interested in this work, get started, do something in your own classroom.

15. Developing the Growth Mindset What can you do? (contd.) The growth mindset is reflected and permeated through whole school culture. Modelling, peer:peer interactions, building a classroom and community of growth mindset learners etc. Remember that this is about your beliefs and practice. Go beyond the superficial, light touch growth mindset veneer. Relate to other themes e.g. coping with challenge and adversity/setback and building resilience Curricular opportunities through ACfE - maximise Working with parents (esp. early years) – consistent messaging and from an early age Dweck fundamentally thinks that really great teachers challenge and nurture students through building strong relationships Opportunities for professional enquiry and reflective practice – building on your practice and competence as a teacher

16. Kleinfeld (1976) ‘Warm demanders’ Pedagogic style? Teachers combined "high personal warmth with high active demandingness". In the classrooms of these teachers, students actively participated in discussions and were willing to work hard for their teachers, with whom they had developed a positive, mutually respectful rapport

17. Dr Karen Reivich: The Seven Learnable Skills of Resilience Emotional awareness/regulation Impulse control Optimism Causal analysis Empathy Self-efficacy Reaching out

18. Any questions or observations?