This project was developed in a small, multi-composite primary school. It worked with a group of young people who lacked confidence in their abilities and the skills to overcomes challenges when faced. Due to the small number of pupils, the children lacked any form of ‘healthy’ competition with each other and relied on others, rather than working through problems themselves. The project developed 'Mini-Mindset Champions' in P4–7 who led learning on growth mindset with the younger children in P1-3. Overall, the project’s aims were to:
The project was successful, with results in line with expectations. All children showed enthusiasm towards the project and engaged well throughout. Their confidence and resilience developed as the project progressed. Pupils were taking more pride in their work and were slowly understanding the process and benefits of growth mindset.
A presentation on the project to all staff members met with a very positive response. It sparked high levels of discussion, with staff requesting resources to use with their own classes and to observe the growth mindset lessons. Throughout the project, staff remained engaged, asking for advice and taking part in professional reading. All staff developed and embedded growth mindset in their own classrooms and there were weekly discussions at staff meetings.
To develop this project in the future, we would adapt the timeframe and look at the time of year the project was being completed. The project took place in December, a very busy time of year. Term 3 might be a better option in future, with more weeks and less events to compete with. We would also look to include further examples of qualitative and quantitative evidence to fully demonstrate the impact of the project.
At the beginning of the project, the timeline was stuck to very closely. All sessions lasted between 30-60 minutes and the pupils were exposed to growth mindset daily. All timelines were met up to the halfway point, when pupils in P4-7 completed their second Pupil Attitude Survey, pupils in P1-3 took their first and P4-7 became 'Mini-Mindset Champions'.
After this point, it became challenging to follow the timescales set. Christmas preparations were underway and there were lots of community events and Christmas festivities. It became hard to maintain sessions between 30 - 60 minutes and they were becoming less frequent, making it difficult to promote the 'Mini-Mindset Champions' as expected. Children were still exposed to growth mindset daily (shorter sessions) and surveys/interviews were still conducted. Overall, the project was still felt to be successful, with improvements across all the project aims.
Prior to starting the project, the intention was to have an information evening for parents to discuss project aims and allow parents to voice any questions or concerns they may have. Time constraints mean that this was unable to take place before the project commenced in class. Instead, parents were sent an information leaflet, with an attached cover letter and consent form. Parents were advised to get in touch with the school if they had any queries or concerns. All other aspects of the project plan remained in place and were completed within the given timeframe.
Prior to commencing, the project was discussed with the Head Teacher, other class teachers, support staff and parents. Their thoughts and opinions were gathered, along with anything they felt needed adapted. Each of the 14 children taking part (ranging from P1 -P7) were considered individually, making sure we understood their needs and how to best support them throughout the project.
All the children in P4–7 were excited and enthusiastic when introduced to the topic of growth mindset. They were exposed to growth mindset daily, with each of their sessions lasting between 30-60 minutes. If this was not feasible, the children would spend at least 10/15 minutes at the start or end of the day completing a growth mindset task. They took part in activities:
After 3 weeks, the project was reviewed and found to be having a very positive impact. It was clear from teacher observation and through comparison, that most children were showing increased confidence and resilience when faced with a challenge. The second Pupil Attitude Survey was completed at this stage, and this showed a 60% increase in positivity towards learning. Those children who did not show an improvement in this area had been absent from school for over 10 days.
The children in P4-7 then became 'Mini-Mindset Champions' to younger children in P1-3. The eight children from P4-7, split into two groups and planned and delivered daily growth mindset lessons independently, adapting what they had learned during the first three weeks. This had both a positive effect on the older children, as well as those in P1-3. The class teacher commented that she could "already see a difference in the children’s resilience over such a short period of time’’.
The aims of developing and embedding growth mindset within the classroom, developing resilience, and developing confidence, have all been achieved upon completion of this project. The views of staff on growth mindset have also changed. They are now more aware of the important role this can play and are keen to begin to implement this within their own practice.
The project timeframe has not allowed measurement of the impact of growth mindset lessons upon attainment, but this will be monitored and measured beyond the lifespan of the project.
The pre and post measurements taken, show the positive improvements that introducing growth mindset to all pupils across P1-7 has had on the school:
|
Pupil |
Perceived Learning Capabilities score ~ Pre project |
Perceived Learning Capabilities score ~ Post project |
|
Pupil A |
9.0 |
45.2 |
|
Pupil B |
41.3 |
59.2 |
|
Pupil C |
68.9 |
100 |
|
Pupil D |
9.0 |
43.8 |
|
Pupil E |
94.1 |
100 |
|
Pupil G |
56.5 |
96.0 |
|
Pupil H |
23.8 |
78.3 |
Teacher and researcher observations have also played a large role in assessing whether the project has had an impact on the school. Before the project commenced, notes were made on all pupils regarding their resilience and confidence in learning. All notes taken at the end of the project show a clear progression and development in confidence and resilience for all children who took part in the project.
Data collated pre and post the project is summarised in the section above.
Some great videos that were used to demonstrate growth mindset for the children can be found here.
Assessment resources that were used in the project can also be viewed:
The staff have all reacted very positively to the project and the updates presented at weekly staff meetings. Teachers have witnessed the positive impact for themselves and have developed growth mindset in their own classrooms, using resources provided by the project. Comments from colleagues include:
''I have to hold my hands up and admit that I was very sceptical of the whole ''Growth Mindset'' façade. As an 'older' teacher, I felt it was just another phase that will sure enough dwindle away. However, after seeing the positive results from the Growth Mindset project, I feel I have to hold my hands up. The difference in the children taking part in the project over such a short period of time is nothing short of amazing. Not only has their concentration improved, but their work ethic and determination has shown dramatic changes and I can only hope that this ''phase'' continues.'' - Non-Class Contact Teacher.
''The presentation delivered to us was very interesting. I have enjoyed being updated on the project over the last 6 weeks and I am looking forward to starting my own.'' - P4 - 7 teacher
''Having P4-7 pupils join my class on a daily basis to be ''mini mindset champions'' of P1-3 pupils has been very successful. All children have shown enthusiasm and the leadership role for P4-7 has provided children with opportunities to develop their learning in ways which are interesting to them.'' - P1-3 teacher
Due to the positive impact over only 6 weeks, it would be beneficial to continue with this project. All children have engaged positively and given that timing has not allowed for as many sessions as we hoped, it would be good to continue into the New Year and further develop the confidence and resilience of the pupils. It is hoped that, through weekly growth mindset slots at staff meetings, we can also help other teachers to further embed growth mindset into their own practice and classrooms.
The pupils in P4-7 have been very enthusiastic about their leadership role as ‘Mini-Mindset Champions’. It would be good to look for other opportunities for them to continue with this work in their own classrooms and across the whole school.
One of the long term aims for this project was to raise attainment. Six weeks is not long enough to achieve this, so it is hoped that by continuing to embed growth mindset in the classroom, we can review attainment results towards the end of the academic year to determine whether this has had a positive impact on results.