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Learning about learning Banstead Infant School Learning about learning Banstead Infant School

Learning about learning Banstead Infant School - PowerPoint Presentation

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Learning about learning Banstead Infant School - PPT Presentation

May 2017 determined observant curious cooperative adventurous imaginative investigative reasoning Analysing learning know what they need to bring Raised selfesteem children see themselves as capable and important ID: 644189

growth learning intelligence effort learning growth effort intelligence clever work children fixed mindsets task mindset brain hard praise good

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Presentation Transcript

Slide1

Learning about learning

Banstead Infant SchoolMay 2017Slide2

determined

observantSlide3

curious

co-operativeSlide4

adventurous

imaginativeSlide5

investigative

reasoningSlide6
Slide7

Analysing learning – know what they need to bring

Raised self-esteem – children see themselves as capable and important

Repetitive – gives framework for children to hold onto - scaffolding

Learning is already made clear, now building on that by saying which learning behaviours we expect to see so the children are showing and explaining these behaviours. The more it is made obvious to the children the more they do it. They like to feel they are real writers, mathematicians, scientists etc. They are in charge of their learning approach

Implicit expectation of quality – being an artist/scientist

What we found outSlide8

This attitude to learning and self belief does not happen without the right conditions for growth. The learning habits are a foundation on which to build but alongside them needs to be another essential aspect of intelligence: the growth mindset…….Slide9

Intelligence is no longer something that is seen as fixed but rather something that can be grown. Slide10

Why do mindsets matter?

Consider two children of similar achievement levels and background given the same task. The task is well pitched and designed to stretch them.

Rowan sets to with gusto. He's good at this sort of task and values

his reputation as someone who gets things right, fast. He finds the

task unusually tough and quickly becomes dispirited, worrying thathe's coming across as 'slow'. He tells his classmates the task's'boring' and he disengages from it.

Naz sets to with gusto. He finds the task tough and his intellectualinterest is heightened. His initial attempts lead nowhere and helaughs when he realizes he's going down a blind alley. He tries a newstrategy and engages classmates in a task-focused discussion. Heshows curiosity and tenacity and steadily makes progress.Slide11

Mindset:

Fixed

Growth

Your belief:

Intelligence is a fixed trait

Intelligence is cultivated through learning

Your priority:

Look clever, not stupid

Become more clever through learning

You feel clever:

Achieving easy, low effort successes and outperforming others

Engaging fully with new tasks, exerting effort, stretching and applying skills

You avoid:

Effort, difficulty, setbacks, higher-performing peers

Easy, previously mastered tasks

Growth vs. Fixed MindsetsSlide12
Slide13

Growth mindset is the deep-down belief, born of experience, that putting in the effort in learning is a worthwhile thing to do, because it is likely to bear fruit both in terms of making progress on things you care about, and in terms of strengthening your intelligence itself, which will stand you in good stead for the future.Slide14
Slide15

A few years later……Slide16

How Do Mindsets Work?

Rule Number 1:

Fixed: look clever at all costs, never look stupid

Growth: learn at all costsSlide17

How Do Mindsets Work?

Rule number 2:Effort:

Fixed:

it should come naturally

, effort = lack of ability. Equate being clever with not having to work hard. Struggling means I’m not clever.Growth – work hard, effort is hard but allows you to increase your ability over time –even geniuses have to work hard at their discoveries. Dedication and hard work are the key.Slide18

Do Geniuses Work-- Or Does it Just Come Naturally?

Einstein

Marie Curie

Marie Curie and Einstein developed their genius through passion and tremendous effort.Slide19

Rule number 3:

In the face of setbacksFixed: it’s about me, children hide mistakes or deficiencies ,can lead to cheating. No recipe for handling difficulty, give up, become defensive, try to feel superior in other ways. “I’m bored, it’s boring.”

Growth: confront mistakes, mistakes are supposed to happen, address deficiencies by studying more and working harder “I’m going to keep practising until I get better.” It is the foundation of resilience.

How Do Mindsets Work?Slide20
Slide21

Seen displayed in a classroom:

F

A

I

Lirst

ttemptn

earningSlide22

How Are Mindsets Transmitted?

Our language tells children what we believe and what we value.Slide23

Intelligence vs. Process Praise

Intelligence praise = “Wow you got them all right you must be clever.”

Process praise: “Wow you got them all right, you must have practised a lot and worked really hard.”

Intelligence praise = Fixed

Process praise = GrowthLooking clever vs. Learning Slide24

What to Praise

Effort, struggle, persistence despite setbacks, but not just effort…

Strategies, choices

Choosing difficult tasks

Learning, improving Make the word ‘struggle’ a positive word

“Who had a great struggle today?” indicates positivity, learning.Slide25
Slide26

The Power of Yet

I’m not good at _____...

I can’t do ______...

I tried but it didn’t work…

yet

yetyetSlide27

Changing Mindsets

The brain is like a muscle that gets stronger with use and it has the ability to grow and change. Slide28

The brain is a network of cells (neurons)

The cells communicate through chemical messages .

Learning promotes the formation of new connections between neurons in the brain. These new connections or pathways grow stronger with practice. Eventually, if you practice enough, the brain coats the pathways in myelin. This enables the signals between the cells to travel more quickly which makes things ‘automatic’.

The messages signal other neurons whether to fire or not. Slide29

Growth Mindset

A growth mindset enables children to:

Embrace learning and growth

Understand the role of effort in creating talent

Maintain confidence and effectiveness in the face challenges and setbacks …and it can be taught. It’s never too late!Slide30

Growth Mindset language

Well done. You are learning to....’‘I’m really pleased you tried that. Look

what you achieved.’

‘I like the way you....’

‘Don’t give up’‘What are you most proud of?’

‘Good learner’ instead of clever‘Be brave’‘Have a go, have another go’‘Not work - learning’Slide31

Growth Mindset language

What did you learn today that surprised you?

Did you make any good mistakes today?

How did you learn from them?

What did you do today that made your brain grow?How did you help someone else stretch their brain power?Slide32

Aged 15 Jack

Andraka discovered a near-100 per cent accurate test for pancreatic cancer that diagnoses early enough to ensure an almost 100 per cent chance of survival. His test is currently undergoing clinical trials. He is now making his own

nanobots

. “My

nanorobots are like these miniature bombs that go around. What makes them robots is that they can communicate with each other and learn how to treat cancer. I programmed them with artificial intelligence and I do that using DNA, which is programmable.”“I wouldn’t call myself smart,” he says. “I know people who are way smarter. But ... I guess it’s how you use information. It’s about creativity rather than facts. I’m a creative thinker. My parents never told me answers. They told me how to think, not what to think.”Slide33

It should be a basic human right for children to live in an environment where the growth mindset exists.