Helping to empower leaders and learners to connect with the unique and evolving potential of who they are, where they are going and what they could be.
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students bounce back while other learners seemed devastated by even the smallest setbacks. After studying the behaviour of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When learners believe that they can get smarter, they understand that effort and deliberate practice makes them more successful and leads to higher achievement. Conversely learners with a fixed mindset believe they cannot change their abilities and level of skill in specific areas. This often leads to learned helplessness and lower achievement.
Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew. Research on brain plasticity has shown how connectivity between neurons can change with experience and deliberate practice. With regular and suatined practice, neural networks grow new connections, strengthen existing ones, and build insulation that speeds transmission of impulses. These neuroscientific discoveries support Dweck’s work that we can increase our neural growth by the actions we take, such as using good strategies, asking questions, practicing, and reframing experiences.
Jonathan can provide full day INSET packages to introduce the research and a range of practical classroom approaches to support a growth mindset culture. There are many subtleties and nuances to establishing a growth mindset culture in a school and these will be explored to avoid a simplistic or surface implementation of mindsets. Jonathan can also provide follow up training to deepen practice and also explore the leadership implications for embedding a growth mindset culture. Role-modelling is key at all levels.
The growth mindset training was a really useful way to organise our thinking around this subject and make powerful links to pedagogy and metacognition in our school.
Bransgore Primary School