Report

www.growthmindsetmaths.com @helenhindle1 Why I became interested in growth mindset • Underachievement among our pupil • What their teachers were saying What we did…. • The big launch • Improving their skills as learners • Praising Progress • Talking to them about the progress of their peers Year 11 Engagement – The Big Launch To be a better Maths learner you need to develop these attributes:•Team work •Resilience / Determination •Problem Solving •Risk Taking / love of challenge •Motivation •Creativity The big launch • We asked pupils to reflect on their experience in Maths lessons and provide their teachers with some constructive criticism of what we could do to improve our teaching. They did this by completing ‘what went well’ and ‘even better if’ spider diagrams. • We then asked pupils to reflect on what they could do to improve their skills as learners by completing the same spider diagrams. • We then got them to take part in team building activities and discussed how their Maths lessons were going to be different in future, what we as teachers would do differently and what we expected of them as learners. Recognising and Celebrating Growth Celebrating progress in assemblies, names and pictures of pupils on displaying the Maths Corridor. Constantly reaffirming that the best students are the ones who make the most progress not necessarily those who attain the highest grade or level Using other pupils as models of a growth mindset. Success Stories – Who is this????? Target Grade D Year 10 ATL 3 Unit 2 exam result U Projected grade E Year 11 ATL 6 November Exam Projected Grade C B If Dan can do it, so can you! Carol S. Dweck: Mindset ‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’ Guy Claxton – The Learning Powered School Alison Peacock – Creating Learning without limits Mindset is often more important than your initial ability in determining whether you succeed in the long run. Believe that talents can be developed and great abilities can be built over time. Are fearful of making mistakes Think about how they learn Believe that talent alone creates success Well behaved pupils Reluctant to take on challenges Resilient Prefer to stay in their comfort zone View mistakes as an opportunity to develop Believe that effort creates success Higher Attaining Pupils Think it is important to ‘look’ smart in front of others Believe that talents and abilities are set in stone, you either have them or you don’t. Lower Attaining Pupils Hard Working Pupils Growth Mind-set Fixed Mind-set Believe that talents can be developed and great abilities can be built over time. View mistakes as an opportunity to Growth develop Mind-Set Resilient Believe that effort creates success Think about how they learn Believe that talent alone creates success Well behaved pupils Higher Attaining Pupils Hard Working Pupils Lower Attaining Pupils Reluctant to take on challenges Prefer to stay in their comfort zone Are fearful of making mistakes Fixed Mind-Set Think it is important to ‘look’ smart in front of others Believe that talents and abilities are set in stone, you either have them or you don’t. You are either good at Maths or you aren’t and you can’t change it. You can only do well in Maths if you are clever. Your memory affects how good you are in Maths. Learning new mathematical skills does not mean you are changing your ability. You can do a lot to change how clever you are. You can do a lot to change how well you understand mathematics. If you can answer a question quickly you are good at Maths. How many answers you get right on a test shows how good you are at Maths. Practice exercises are the best way to learn new mathematical skills. Watching a teacher do examples is the best way to learn new mathematical skills. Trying a problem you don’t know how to solve is the best way to learn new mathematical skills. The set you are in tells you how good you are at Maths. I prefer to work on questions that challenge me rather than questions that I find easy. Strongly Disagree Disagree Agree Strongly Agree Statement Which Mindset do you model in your classroom? Promotes a fixed mindset Praising pupils for being smart Formative comments that emphasis achievement Praising students for achievements that come easily Spending time documenting intelligence and ability Directing pupils to which tasks to complete Boosting self esteem Place importance on grades / levels rather than learning Promotes a growth mindset Which Mindset do you model in your classroom? Promotes a Fixed Mind Set Promotes a Growth Mind-Set Praising pupils for being smart Praising effort and strategies Formative comments that emphasis achievement Formative comments that emphasise effort and application Praising students for achievements that come easily Building robust self confidence Spending time documenting intelligence and ability Spending time developing intelligence and ability Directing pupils to which tasks to complete Giving pupils a strong voice in the learning process and a sense of purpose Boosting self esteem Providing constructive criticism Place importance on grades / levels rather than learning Place importance on learning rather than grades / levels What fixed mind set pupils might say I'm so stupid. I'm brilliant at this. I just can’t do Maths, I’ve never been any good at Maths. This is too hard. I’m happy with my current grade You didn’t explain it properly. What grade / level did I get? What we could encourage them to say 'Meaningful learning tasks give students a clear sense of progress leading to mastery. This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before. Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their progress. That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.' (Dweck 2010) Sharing Strategies How do you make progress visible to your students? Developing a growth Mind-Set through the use of learning journeys The role of Learning Journeys in promoting a growth mind-set Learning Journeys…. • Give pupils a sense of purpose • Give pupils a strong voice in the learning process • Take pupils out of their comfort zone • Encourage pupils to challenge themselves • Place an emphasis on progress rather than attainment • Indicate to students what skills students need to work on in the future. Grade F E Shape Space Measure I understand and can explain the difference between area and perimeter. I can find the area and perimeter of shapes by counting squares. D I can find the area of rectangles, squares, triangles, compound shapes and circles using a formula. C B A I can find the area and circumference of semicircles. I can calculate the volume and surface area of cuboids. I can calculate the volumes and surface area of prisms and cylinders. I can calculate the volume of cones. I am starting the lesson on grade _____________________ By the end of this lesson I want to be able to _____________________ A B C D E G F H Level 3 4 5 6 7 Sequences I can draw the next two patterns in a sequence. I can find a term to term rule for a linear sequence. I can describe a linear sequence in words I can find the position to term rule for a linear sequence and explain how I worked it out. I can use a position to term rule to find any term in a sequence and also to decide whether a number is part of a sequence. I understand the difference between a linear sequence and a quadratic sequence. I can find the position to term rule for a quadratic sequence. I am starting the lesson on level _____________________ By the end of this lesson I want to be able to _____________________ Algebra Level 3 I am beginning to understand the role of the = sign 4 I can find missing numbers. I can match a formula expressed in words to a calculation. 5 6 I can solve linear equations with unknowns on one side including negative numbers. I can solve linear equations with unknowns on both sides including with negative numbers and brackets. I can match a formula expressed in words to an algebraic expression. 7/8 I can construct and solve simultaneous equations. I can construct and solve linear equations I am starting the lesson on level _____________________ By the end of this lesson I want to be able to _____________________ Level True or false? Level 4 Find the missing numbers Level 5 Solve these equations 3+7 = 8+2 ? + 20 = 27 5y + 20 = 70 How do you know? 3 x ? = 15 3y - 4 = 11 27 ÷ ? = 9 2y + 5 = 25 ? - 7 = 15 Y -6= 2 2 Level 6 The length of a rectangle is three times its width. Its perimeter is 24cm. What is its area? 3c – 7 = 2c + 3 4(z + 5) = 84 4(b – 1) – 5(b + 1) = 0 12 21 (x+1) = (x + 4) Level 7 Solve these simultaneous equations using an algebraic method: 3a + 2b = 16 5a - b=18 Level 8 By formulating the area of the shape below in different ways, show that the expressions a2 - b2 and (a - b)(a + b) are equivalent. Key Words Equation Expression Formula Substitute Term Solve Unknown Never heard before? Heard of but not sure what it means? Know what it means and can explain it in context Jot down your ideas here... Changing your Mindset If you have a fixed ‘Minsdet’ now, don’t worry, you can change your ‘Mindset.’ If you hear yourself thinking I can’t do this… Tell yourself I can’t do this yet… If you hear yourself thinking I’m no good at this… Tell yourself I can become better at this… If you hear yourself asking What grade did I get? Ask instead What can I do to improve… Progress Pyramid One question I would like answered… Two things I am not sure about yet…. Three things I have mastered… Colour in the arrow, up to the statement which best describes your current understanding. I’m so confident - I could explain this to someone else! I can get to the right answer but I don’t understand well enough to explain it yet. I understand some of this but I don’t understand all of it yet. I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson. I do not understand any of this yet. There are things I could do to be a better learner next lesson. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience Skills A mistake that moved my learning on…… Understanding Self Assessment…………. Understanding Teacher Assessment I’m confident enough to explain this to someone else. You made excellent progress in today’s lesson. I understand most of this but not well enough to explain it to someone else yet. You made good progress in today’s lesson. I’ve really struggled with this, I need help to move my understanding on. You did not make enough progress in today’s lesson. Effort Self Assessment………. Understanding Teacher Assessment…………. 1. I have put a lot of effort into my learning today. 1. You demonstrated excellent determination and resilience. You made an effort to show your working out. 2. I have put some effort into my learning today but I know I could have pushed myself further. 2. You demonstrated good determination and resilience. You made some effort to show your working out. 3. I was not a good learner in today’s lesson. I can do better. 3. You gave up too quickly. Colour in the person that represents your mindset in today’s lesson. ‘You must learn to fail intelligently. Failing is one of the greatest arts in the world. One fails forward towards success.’ Thomas Edison ‘I think and think for months and years. Ninety nine times out of a hundred I am wrong. The hundredth time I am right.’ Albert Einstein