Hannah townsend
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Durrington High School identifies itself as having a growth mindset. Six teachers were observed who were known to embrace growth mindset approaches. The observations found that these teachers consistently challenged all students, identified and addressed misconceptions, and modeled excellence. Specific examples were provided that showed teachers providing scaffolding, feedback without simply giving answers, and clear modeling and explanations to help students progress. The findings support research showing that these teachers demonstrated growth mindset approaches in their teaching.
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The document discusses the differences between a fixed mindset and a growth mindset. A fixed mindset believes that basic qualities like intelligence are fixed, while a growth mindset believes they can be developed through effort. The document outlines characteristics of each mindset and the role teachers can play in promoting a growth mindset, such as praising student effort over intelligence, setting achievable goals, valuing the learning process over grades, and using cooperative rather than competitive activities.Fostering Growth Mindset: 9 Comprehensive Strategy For Student Success | Futu...
Fostering Growth Mindset: 9 Comprehensive Strategy For Student Success | Futu...Future Education Magazine
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The document discusses the concept of fostering a growth mindset in education, emphasizing that abilities and intelligence can improve through effort and perseverance, while contrasting it with a fixed mindset. It outlines a comprehensive schoolwide strategy involving professional development, curriculum integration, supportive assessment methods, and the use of encouraging language to cultivate this growth-oriented culture. The benefits include increased academic achievement, enhanced motivation, improved problem-solving skills, greater resilience, and a positive learning environment.Mindsets_Webinar_Audra_Pickett
Mindsets_Webinar_Audra_PickettAudra Pickett
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This webinar discussed Carol Dweck's theory of fixed and growth mindsets. The fixed mindset believes abilities are innate and failure demonstrates a lack of ability. The growth mindset sees ability as cultivatable through effort. The webinar aimed to help instructors identify mindsets in students and foster a growth mindset online through establishing high standards, communicating mistakes as learning opportunities, and incorporating reflective activities about challenges. Strategies included introducing mindsets, utilizing discussion boards, and assigning content showing growth-minded individuals.The Educator with a Growth Mindset
The Educator with a Growth MindsetJackie Gerstein, Ed.D
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The document discusses the significance of growth mindsets in education, emphasizing the need for educators to continuously improve their teaching practices and explore new strategies. It includes various resources and activities aimed at facilitating the development of growth mindsets in both educators and students. Additionally, it poses reflective questions for teachers to consider their own mindset and the impact on their students' learning experiences.Mindset effort and practice
Mindset effort and practiceginamari2014
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The document discusses the growth mindset and how it relates to improving skills through effort and practice. A growth mindset is the belief that abilities can be developed through dedication and hard work. Several studies and researchers emphasize strategies for developing a growth mindset in students, such as using formative feedback, embracing challenges, and emphasizing effort over innate ability. Fostering a growth mindset may help students persist and improve their skills.Power Of Growth Mindset: 9 Ways Of A Growth Mindset That Helps To Transform Y...
Power Of Growth Mindset: 9 Ways Of A Growth Mindset That Helps To Transform Y...Future Education Magazine
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The document discusses the transformative power of a growth mindset in education, highlighting its role in improving academic performance and fostering resilience. It outlines nine ways a growth mindset influences learning, including embracing challenges and valuing effort over innate talent. Additionally, it emphasizes the importance of cultivating this mindset through strategies such as promoting self-awareness, encouraging challenges, and embracing technology.Fostering Growth Mindset: 9 Comprehensive Strategy For Student Success | Futu...
Fostering Growth Mindset: 9 Comprehensive Strategy For Student Success | Futu...Future Education Magazine
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Power Of Growth Mindset: 9 Ways Of A Growth Mindset That Helps To Transform Y...
Power Of Growth Mindset: 9 Ways Of A Growth Mindset That Helps To Transform Y...Future Education Magazine
油
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- 2. Durrington High School identifies itself as a growth mindset school. What does a growth mindset teacher look like in practice? How do growth mindset teachers view their students ability to improve?
- 3. Six teachers were identified based upon observations, their reputation and whether they had consistently good outcomes Observations conducted using an observation sheet Observer tallied and made observation about growth mindset characteristics based on Dwecks literature
- 4. Teachers who embrace a growth mindset approach to their teaching rather than simply agreeing to it in principle seem to ensure challenge of all their students and consistently identify misconceptions. Furthermore, excellence is consistently modelled.
- 5. Challenge was observed on 53 occasions over the project. Participant 1(year 8 English poetry lesson): Cognitive demand of the work was strong with high expectations of all students Scaffolding for the lower ability students A GCSE style checklist with increasing difficulty was provided Dweck states that great teachers set high standards for all their students, not just the ones who are already achieving (Dweck, 2012)
- 6. Misconceptions were identified and challenged 46 times throughout the project. Participant 2 (Mathematics): Verbal feedback: 'double check your total of fx Not just given the answer Whole class address: be careful of the scale on the x axis Growth mindset individuals were more likely to fix their errors so that they could learn from them (Dweck, 2012)
- 7. Participant 3 (Year 8 Textiles lesson developing abstract-inspired bunting): Clear teacher modelling step by step Critique given with clear explanations Questioning to allow progression Addressing misconceptions to the whole class all great teachers teach students how to reach the high standards (Dweck, 2012)
- 8. My findings have supported the wider research into mindset showing that teachers within this project have growth mindset. Growth mindset is centred upon 'intelligence being a quality that can be changed and developed' (Dweck, 2008). Individuals with a Fixed Mindset believe that their intelligence is simply an inborn traitthey have a certain amount, and it cannot be changed. (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007). The most effective teachers have deep knowledge of the subjects they teach and identify students common misconceptions (Sutton Trust, 2014).
- 9. What individual teachers can do: Share good practice by videoing lessons Encourage more time for pop-in observations Prior to lesson teacher to identify one misconception per lesson and ensuring this is challenged within the lesson In planning ensure all lower ability students are challenged through the lesson Share exemplars of student work at different stages of the process
- 10. What schools can do: focus on challenge, modelling of excellence and identify misconceptions In department time share and discuss student misconceptions so they can be planned for and interventions made Growth mindset pioneer to see what your school already does and identify areas for improvement INSET to all staff with specific techniques to increase growth mindset