Growth mindset theory by Dr Carol Dweck is based upon the belief that ability, performance and intelligence can be improved. Research conducted over many years has shown that mindset is malleable. Pupils who believe that their intelligence can grow over time, perform better on measures of academic success than pupils who believe that intelligence is a fixed trait that cannot be changed (Dweck, 2000). It is therefore very important that we help children understand and develop a growth mindset, so that they can learn more effectively and efficiently.
The aim of this project was to improve learners' attitudes, perception, and enjoyment of school. It was also hoped that this would contribute to an increase in engagement and attainment in writing. It was identified that many children in our primary six class had become disengaged with learning. Disruptive, anti-social and erratic behaviours had become a daily occurrence. This impacted learning for the entire class and occasionally other year groups. Growth mindset has been shown to tackle these behaviours by improving self-esteem, increasing wellbeing, improving self-regulation, and is linked to pro-social behaviours. It was hoped that by creating a growth mindset classroom culture, some of the barriers to learning would be removed.
The project was designed around learning a new skill together. Prior to commencing, the teachers involved in the project observed and reflected on the classroom culture, relationships, attitudes to learning and confidence levels. It was noticed that the children were finding it difficult to participate fully in learning activities due to a fear of failure. To try to break down these barriers, we decided that the new skill should be something outwith the curriculum, fun and intrinsically motivating. We felt that learning to juggle three balls was a good match. At the same time, the children would learn the theory behind growth mindset.
The project was introduced to the class during the first lesson and a pre-assessment questionnaire was completed. The children received four weekly lessons with the class split in half to do both a juggling and a growth mindset session, before swapping over. In the juggling room the children warmed up on one ball, then moved to two and subsequently to three. Some time was taken to explain the importance of the children identifying their own next steps. The need to move back to two balls to practise technique when needed, was perhaps the most challenging aspect of learning to juggle for the children, especially when they saw others moving onto another stage. During the growth mindset sessions, the class teacher explored famous failures and the importance of failure in success. They also looked closely at language and identified fixed and growth mindset statements. The sessions centred around growth mindset art activities and allowed the children to share their learning.
All children engaged well with the project over the whole four week period. The children were encouraged to help their peers, and this started to happen naturally as they offered support and demonstrations to each other. Surprisingly, there were no issues with behaviour or co-operation, and the children worked well together in pairs which they had found challenging in the past. Videos were taken to document the weekly lessons and shared with the children before the next session, to inspire them and help create a culture of reflection and support. The children were wary of this at the outset, but this was overcome as we explained the rationale for videoing and that they were not to feel in performance mode. The children also demonstrated a lot of positive self-talk as they learned to juggle, and it was good for them to see this on the videos.
The overall aim of this project was to improve learners’ attitudes, perception, and enjoyment of school. It was also hoped that this would increase engagement and attainment in writing. Our video evidence, teacher observations and results from the Warwick Edinburgh questionnaire all suggest that these aims have been met. Writing results improved for 67% of the children, albeit it was difficult to ascertain if this was directly linked to the project.
The timeline of the project was disrupted due to staff shortages and teacher illness. This impacted initially on delivery and latterly on staff reflection. A request was made of school management to continue with shorter thirty minute weekly sessions until the end of term. Unfortunately, staff shortages and lack of supply teachers disrupted this plan. However, the class teacher continues to provide the children with the opportunity to juggle with regular practise sessions.
Due to continuous disruption to learning, the school management team decided to split the class into two. This was a huge change for the children and teachers at this point in the school year, which created unrest. Initially the plan was for the class teachers and children to learn a new skill together and for the children to get the chance to see their teacher fail. Splitting the class meant that, instead, children got the opportunity to ‘be the teacher,’ demonstrate their learning and break it down into steps for the class teacher to follow.
Analysis of the evidence indicates that the project has had a positive impact on the mindset of a large proportion of the primary six children. All children engaged with the project and showed interest and perseverance in developing the new skill together. There was an improvement in the writing assessment results for 67% of the children, albeit it was hard to ascertain the factors affecting this. In hindsight, a more accurate and short-term measure of personal writing could have been devised to measure improvements, rather than using the school writing assessments. Classroom observations and video evidence of juggling sessions have also shown improvements in the children’s tolerance of one another as they worked together towards the same goal. Once they became more tolerant, they could be seen supporting each other and using positive communication skills. Learning assistants reported less instances of violence and aggression in the playground, and fewer instances of pupils being sent out of class for disruptive behaviour. The videos showed many children demonstrating patience and leadership skills while supporting one another. These skills were also being shown by most in the classroom during curricular activities.
Observations also highlighted a change in children’s language. At the beginning of the project, during the juggling sessions, the teacher recorded the children using mainly fixed mindset phrases such as “I just can’t do it” and “I’m no good at this.” Week three and week four of the project saw a change in the language the children used in the classroom, during juggling sessions and during growth mindset tasks. The project also raised the profile of growth mindset in the school, providing a platform to convince others to work to embed a growth mindset ethos.
For the teachers involved in this project, it has had a huge impact on how lessons are planned and delivered, with growth mindset at the centre of this. The focus on growth mindset has widened to the school, through conversations with children and teachers alike. We can see many exciting opportunities for change next year with the aim of creating a growth mindset culture.
We used the Warwick Edinburgh Scale to assess the children’s mindsets before and after the project, and the main results are set out below:
Information collected from daily health and wellbeing check-in showed:
Finally, attainment information from school writing assessments showed:
Quotes (see below) and observations from the study also helped to evidence the change in children’s mindset. Teachers observed children interacting positively with each other, particularly unexpected pairings of children. Children were observed coaching each other and their teachers and demonstrated perseverance throughout:
‘‘I keep trying’’
‘‘I’ve tried my best’’
‘‘growth mindset teaches you never to give up. It keeps you positive and confident.”
“I didn’t know I could be this dedicated to something (juggling)... It frustrates you but calms you down at the same time”
“Once I remember it’s a Monday I can’t wait until the afternoon (growth mindset lesson time.”
The charts from the daily health and wellbeing check-in are shown below:
The growth mindset display that the children made is also shown below:
The Head Teacher recognises the value and importance of growth mindset. She was impressed by the children’s engagement, enthusiasm, and success in the new skill development. The Depute Head commented on being happy to see the children doing something they enjoyed and working together, especially after she had been heavily involved in supporting behaviour management in the class. Some members of staff have been a little apprehensive and dubious about the children spending valuable learning time learning to juggle. However, without removing the barriers to learning, time given to curricular based learning was being affected anyway.
Following the project, the next steps are: