Transcript Effective, Authentic Praise

Growth Mindsets
Today’s objectives
• To explain the term ‘Growth Mindset’
• To discuss why we believe teaching about
‘Growth Mindset’ at Mereworth is so
important
• To share how we are embracing this concept
here at Mereworth School
• To invite you to support the concept in the
home, too
So, what is a ‘growth mindset’?
‘The Mereworth Staff Study’!
• Teachers were given a series of tasks to carry
out, ranging from sports skills and drawing
skills, to word and mathematical problems
• Staff members were observed whilst carrying
out these challenges and their comments
noted…
• Many, if not all, expressed fixed mindset
opinions during at least one of the challenges!
I can’t do this at this
time of day!
I am so rubbish at
these!
Staff
comments
This is impossible!
Is there a way we can
cheat?
Those kids with a ‘fixed mindset’
• Research shows more girls have a fixed mindset
than boys in maths
• ‘Higher ability’ pupils often have a fixed mindset;
having always received praise for being ‘smart’,
they won’t take on further challenges for fear of
losing that ‘smart’ label
• ‘Lower ability’ pupils with a fixed mindset
perceive themselves as ‘not smart’ and only ever
capable of tackling ‘easy’ tasks
• These kids see ‘failure’ as something to be
avoided, so stay firmly in their comfort zone
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
Reluctant to take on
challenges
Well behaved
pupils
Higher Ability
Pupils
Hard Working
Pupils
Lower Ability
Pupils
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.
How can we enact a growth mindset culture
in our school?
•Ensure all stakeholders – staff, students,
governors and parents – have the approach
clearly explained
•Change the language of reporting
•Use growth mindset praise
•Use formative comments only for assessments
(both on student work and in lesson observation)
•Remove the concept of “Gifted and Talented” and
instead identify “high starters” in curriculum areas
•Use peer-to-peer coaching to develop teaching
and learning
Key Concepts for Pupils
* concentrate
* don’t give up
* be cooperative
* be curious
* have a go
* use your imagination
* keep improving
* enjoy learning
The brain is like a
muscle that can be
developed and grow
in strength
A ‘Growth Mindset’ environment at
school needs…
• Key concepts to be introduced, in an age
appropriate way, through PSHE sessions
• Key phrases / posters around the classroom
• Praise and reward for effort and achievement
• No comparative rewards
• Mixed ability grouping, so pupils can learn
from each other
Creating a ‘Growth Mindset’ Classroom
Create a ‘risk-free’ learning environment
- Where students are willing to
* Learn
* Risk making mistakes
* Push themselves
* Take on challenge
- Where educators communicate confidence in all
students’ ability to rise to the learning challenge
- Where students are able to effectively selfassess their own learning and effort (Effective
Effort Rubric)
How will we measure the impact on
learning?
• Pupils have completed questionnaires about how
they view intelligence and learning
• We will monitor pupils’ responses to constructive
feedback and look at how they use feedback to
improve their learning
• We will monitor pupils’ choices in lessons,
regarding how they challenge themselves and
move their own learning on
• Pupils will complete a questionnaire later in the
year to compare how they view intelligence and
learning
Effective, Authentic
Praise
Praise for effort in school
• “Adolescents often see school as a place where
they perform for teachers who then judge them,”
concludes Dweck. “The growth mind-set changes
that perspective and makes school a place where
students vigorously engage in learning for their
own benefit. Our research shows that educators
cannot hand students confidence on a silver
platter by praising their intelligence. Instead, we
can help them gain the tools they need to
maintain their confidence in learning by keeping
them focused on the process of achievement.”
You have a real
talent for this;
you’re a natural!
You got them all
right, fantastic!
Praise
Wow! Great drawing!
What an artist!
Well done! You are
very clever to
remember all those
facts.
The language we use
and its impact on pupils
When similar children were given fixed
mindset praise (“you did that really well; you
are so clever at doing puzzles!”) or growth
mindset praise (“you did that really well; you
must have tried really hard!”) it dramatically
reduced or improved their ability to progress
onto harder puzzles.
It was great how you
tried lots of different
strategies to get the
answers.
You must have put
a lot of time and
effort into this work.
Good job!
Growth
Mindset Praise
Look at how much
better your second
attempt was –
well done!
You stuck at this
really well and didn’t
give up. Super effort!
Specific Praise vs Generalised Praise
• In order for praise to be effective, it must be
specific and personal.
• Generalised praise may actually be harmful.
• When children observe other children being
given generalised praise, they conclude that
those pupils are probably not doing well,
therefore need additional praise from the teacher
or parent. (www.susanwinebrenner.com)
The best kind of praise…
•
•
•
•
is sincere
is well-deserved
is relevant
is linked to process (learning), rather than
outcome (achievement)
• is accompanied by constructive criticism
• is consistent
Do Say
Don't Say
What am I missing?
I'm so stupid.
I seem to be on the right track.
I'm awesome at this.
I’m going to train my brain in Maths.
I just can’t do Maths.
This is going to take some time.
This is too hard.
I’m going to work out how he / she’s doing it.
She / He’s so smart, I wish I was as smart.
What can I do to improve?
My answer is fine the way it is.
That’s an interesting idea for improvement. How
can I use that in my work?
Looking at examples and the mark scheme won’t
make my work any better. I just want to know
what level / grade I got.
“The surest path to high self-esteem is to be
successful at something one perceived
would be difficult! Each time we steal a
student’s struggle, we steal the opportunity
for them to build self-confidence. They
must learn to do difficult things to feel good
about themselves.”
Sylvia Rimm