The Growth Mindset teacher

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?

 

Rationale

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 Dweck’s literature

 

Methodology

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. 

Findings

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

Challenge

Dweck states that ‘great teachers set high standards for all their students, not just the ones who are already achieving’ (Dweck, 2012)

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” 

Misconceptions

‘Growth mindset individuals were more likely to fix their errors so that they could learn from them’ (Dweck, 2012)

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

Modelling

‘all great teachers teach students how to reach the high standards’ (Dweck, 2012)

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 trait—they 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).

Review of literature

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

Conclusions

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

Conclusions