The aims of Scottish Government policy and the Mindset in Education course both focus on developing pupils' ability to take control of their own learning. This outcome was targeted in our project through providing positive feedback on learning in the Maths class, and supporting young people to develop a growth mindset. Feedback to pupils focused on:
The project began with baseline assessments of mindset and using the Leuven Scales of Wellbeing and Engagement. Then, following an introduction to growth mindset, feedback, self-evaluation forms and a repeat of the baseline assessments were planned to measure change.
The outbreak of Covid-19 meant that we were unable to conduct the final benchmarking assessment prior to lockdown. Instead, we had to reflect on the data and evidence that was gathered throughout the project and consider how the needs of the individual pupils impacted their journey. This clearly limited the evaluation of the project. The project also overran, which extended the time pupils and the practitioner had to practice using the feedback/self-evaluation tools. Two pupils were able to use statements from the self-evaluations forms as next steps in end of unit evaluations, and others were able to give examples of when someone had demonstrated growth mindset characteristics. These were seen as evidence that pupils were recognising and striving towards being a growth mindset learner.
Group feedback sessions were held allowing the researcher and pupils to build stronger relationships, a vital part in providing a safe learning environment. While some pupils didn’t contribute to the discussions, they were still listening. Of the six pupils involved, five fell within SIMD 1 and 2 and four were felt to have a growth mindset. This demonstrated a belief by pupils that things can be better for them, and they can do something about it. The researcher was humbled and enriched by the strength and resilience of the pupils involved.
Thinking about how assessments are planned in comparison to pupil needs, it was clear that the assessment tools originally chosen did not promote equity. For example, some pupils really struggle to articulate what they want to say but that does not mean they have no thoughts on the matter. For one pupil, the feedback forms had to be re-drafted several times to better meet their needs. This has forced reflection on what learning looks like for different pupils and ensuring that assessments and tasks themselves are not barriers to learning for pupils.
The project ran for almost twice the amount of time originally planned, due to a range of unforeseen events. After the initial benchmark assessments, there was one week of using the growth mindset resources, e.g., videos, PowerPoints and posters. This had originally been planned for one lesson, but attendance was sporadic, and we wanted to ensure all the pupils had seen and engaged with the materials. Attendance of two pupils throughout the project was low; one at 78% and one at 69%. Over-running on the project gave the opportunity for these pupils to still engage.
The cohort chosen for the project had to be changed from an S1 to an S2 class. The S2 class still fell within the Broad General Education cohort and represented a high proportion of SIMD 1 and 2 pupils (5 out of the 6 pupils). During the academic year there were some changes to the class make up, but six pupils provided the core of the research project. The forms used for one of the pupils were adapted twice to better meet their needs and give a greater focus on key behaviours. Finally, the outbreak of Covid-19 prevented the gathering of end benchmark data. Instead, we had to look at the class work generated by the young people and the researchers' own reflections upon that.
The lack of end benchmarking data was a serious challenge in this project. There have been some positive outcomes such as stronger relationships with pupils and improved professional reflection around learning, teaching and assessment. However, the project has flagged up some questions:
Of the six pupils involved in this project, four have a diagnosis of ASD including two pupils with limited speech. A further pupil has Muscular Dystrophy and requires an electric wheelchair. These conditions impact the pupils in quite diverse ways, often affecting the way they communicate, engage with the world and learn. They also impacted aspects of the project that perhaps hadn’t been anticipated:
Although the intention was for feedback or self-evaluation forms to be issued weekly, in reality it was less consistent than that. To ensure that there was some discussion and focus for the feedback, the forms tended to be given out when there had been clear evidence of exemplar behaviour. This is helpful to ensure that the behaviour is recognised, but it wasn’t a true reflection of life in the classroom and was biased. This issue would be addressed through more regular feedback in the future. It would also be helpful to provide more opportunity for pupils to demonstrate a growth mindset, through ensuring there is challenge, high expectations and space for creativity and choice.
This project linked into a school target of ‘further development of staff knowledge and skills in relation to learning and teaching and refinement.’ Feedback to pupils has been a particular area of focus. Discussions within the department have flagged progress made through the project and raised any issues. They have evidenced the benefit of time for discussion between teachers and pupils to talk about learning, not just about the topic but about the learning journey of the pupils. Going forward, self-evaluation at the end of units will include growth mindset as well as mathematical success criteria.
Within the Curriculum Faculty meetings and Senior Management meetings, project updates have been given and learnings also shared. This is where the feedback forms for Pupil C were re-designed. Overall, growth mindset is generally better understood within the school and more visible. The project has also encouraged the Faculty Heads to consider how they facilitate pupil voice in planning learning and teaching, what feedback should include and how to ensure that assessment methods provide equity for all.
It would have been useful to consider wider benchmarking within the school community before beginning the project (e.g., staff and parental mindsets evaluations). This would have given a clearer picture at the outset and encouraged pupils to share their experience with their peers and parents, thus raising the profile of growth mindset.
Department colleagues and Senior Management were also disappointed with the lack of final benchmarking data. The insights derived from the evidence that was gathered, did reaffirm some beliefs that the teachers held about the pupils involved (e.g., an ability to look at themselves and make honest comments). It also gave insight into the self-esteem of pupils, allowing targeted support. Feedback from the Senior Management team was positive with regards to the relationships being built and the opportunity to know and understand the pupils better. One teacher did raise concerns about the time required to give feedback to pupils in the project and the sustainability of rolling this approach out. A presentation to all staff on the project is planned in the CPD calendar and should raise the profile and understanding of growth mindset further.
We have now ensured that growth mindset is considered in planning resources for the department (e.g., part of the unit evaluations) and it will remain on the ongoing agenda within the department. The researcher would like to re-run the project over a much longer period of time, spending more time on feedback before moving onto self-evaluation. It would be useful here to ensure that growth mindset behaviors were recognised immediately, supporting the pupils to identify them more readily.
The growth mindset materials and assessments used were excellent and will continue to be used to support pupils to understand their own thinking about learning. More work will be done to keep on building positive relationships with pupils. As recognised in ‘Building the Curriculum 3 (2008)’, “All children and young people should have frequent and regular opportunities to discuss their learning with an adult who knows them well and can act as a mentor, helping them to set appropriate goals for the next stages in learning.” This remains a key driver for the researcher in supporting all the pupils.