The aim of this project was firstly to implement and develop growth mindset with the children in Primary 1, primarily in maths. Analysis showed that embedding a growth mindset into the classroom had the potential to change the children's attitudes to new or challenging learning. As the weeks progressed, we wanted to see the children develop and use different strategies to help them nurture a growth mindset and resilience when facing new learning or challenges. We wanted to change the children's perceptions around making mistakes, with the hope that in time they would see mistakes as a way to learn and problem solve. We hoped to see young children in the class accept new learning, enjoy challenges, and use different strategies to help them succeed.
A wonderful thing about primary 1 children, is that they feed off their teacher's encouragement, excitement, and enthusiasm. Harnessing this, alongside play-based activities, teaching of strategies, and creating a safe and nurturing environment, were crucial to achieving the aims of the project.
During our observation period, what flagged up most was the children's attitudes to learning they perceived as challenging or different. The children would say “that’s too difficult,” “I don’t know how to do that” or “It’s going to be hard. I just can’t do that.” As the project developed, there was a positive difference in the language the children used during learning activities. They said, “I’m going to give this a go today,” “I’m going to try a different way,” “Can I use cubes to help me today?”
Giving the children autonomy in their learning through the Chilli Challenges has proved to be a success also. During our first Chilli Challenge at the beginning of the project, all but six children chose the ‘Mild’ challenge. The most common reason given for this was “Because I know how to do that. It is easy.” As we began teaching growth mindset strategies, there was a positive shift in the children's attitude towards their learning. By week 3, our target group were all choosing “Hot” or “Spicy” challenges. By the end of the project, the group were all choosing “Spicy” activities, which was unexpected in such a short space of time.
Through observations, we noted that the children were more accepting of a challenge, and were not deflated, frustrated, or giving up as easily. The children had a new-found enjoyment for challenging learning and were much more willing to “have a go,” knowing that making mistakes show that they are trying and learning. We were particularly pleased with the impact the project had on learners' attitudes towards maths. In future, we might add in an “Extra Spicy” option to the challenges set, with some learners certainly open to this extra level of challenge.
The project was delivered successfully within the primary 1 play environment, and we were able to stay within the timelines outlined in the project plan. The time of year led to some disruptions to the class timetable, but we endeavoured to provide a consistent approach when delivering the growth mindset lessons, theme song, learning pit and Chilli Challenge activities. Delivering a weekly growth mindset lesson was a key factor in the success of this project. It was a time where we could introduce a growth mindset strategy, discuss it, practise it, and then the children could use it during maths. Including the parents on the growth mindset journey, through a PowerPoint presentation, was another key factor. Ideally a face to face interaction with parents would have been preferred but was not possible due to restrictions.
Following lots of professional dialogue with the infant department and management team, we felt we had planned a coherent project that would be able to show measurable results. As such, there were no significant changes made to the project. During our project, the maths concept being taught changed from addition to patterns. To provide continuity of learning and evaluation, a Chilli Challenge which followed the same format was introduced during this time for patterns. It was interesting to see the children continue to apply their strategies of ‘Having a go’ and ‘What resources would help?’ to these tasks. The children displayed confidence even though this was a new concept being taught.
Throughout the project, what resonated was Carol Dweck’s belief that growth mindset creates a love of learning and a resilience that is essential for great accomplishment. Successful learners have these qualities. It was our goal to begin the journey to develop, create and embed growth mindset in our classroom setting.
Without doubt, the children in the class have responded with excitement and a readiness to develop a growth mindset. Introducing the weekly growth mindset lesson with a story or video, followed up with an activity to use the strategies, has helped embed the desired culture. Giving the children the opportunity to use the strategies first with an activity related to the story/video, was beneficial and had a positive impact when they were faced with new learning and the Chilli Challenges during maths. This was most evident in the language and attitudes of the children and the tasks they were choosing to complete.
Introducing the learning pit at the beginning of the project, has also had a positive impact on the children. During week two, one child said that a task she had chosen was too hard and that she “just can’t do it!” We took the opportunity to take her to our learning pit wall and ask her where she was. She was able to tell me she was sliding into the pit. We then looked at the strategies taught - ‘Ask for help’ and ‘Don’t give up’ and she immediately smiled and said, “I would like help.” Her attitude changed from panic and worry, to relaxed and happy. The learning pit display has been a great visual for the children to track their progress and remind themselves of the strategies.
During this project, it was wonderful to see a positive change in the children's attitudes to learning, not only in the target group, but in all the children. We have also observed the sharing of ideas and strategies, with the children saying to each other “Don’t give up” and “Try again.” They are eager to show what strategy or resource helped them and are excited to share their successes. We were so proud of them.
We are only at the beginning of our growth mindset journey. What has been started will continue throughout the rest of the year with these children. The positive impact observed and from the data, has provided us with evidence that shows embedding this mindset into the ethos of the class will continue to provide the children with a love for learning that we, as teachers, so desperately want.
At the beginning of the project, our pre-measurement came from the Attitude Survey and observations during learning walks. We observed the attitudes of the children and the language used when faced with challenging and new learning. Primary 1 are open and honest by nature and could be heard declaring “No. I can’t do this.” and “It’s too hard.” To provide an objective measure and to reduce stigma, we completed the Attitude Survey with the whole class. For the target group, we found that 4 out of the 5 pupils were within the ‘fixed mindset’ range and one pupil was just over the threshold. As a full class, 81% came out as having a fixed mindset. These results confirmed our observations and a need for change.
Throughout the project the children displayed a much more positive attitude towards their learning. Each week, we kept track of the children’s Chilli Challenge choices. This record has provided us with measurable evidence that there has been a clear and positive impact on the children's attitudes to challenging learning:
As a final post measure, we took the Attitude Survey again and these results showed that the target group’s mindset had changed, and they now sat within the growth mindset range. One child’s score had increased by an average of 2.25 points. After only a short time, it was clear to see the impact that developing a growth mindset had on the children and the potential it holds for the whole school.
Growth mindset chopsticks - this shows the children partaking in an activity during the weekly growth mindset lesson. After a story, we used this activity to develop our 'Don't Give Up' strategy.
Growth mindset puppet - this is another example of an activity during our weekly growth mindset lesson. Every child created their own growth mindset puppet to help them during challenging learning. The puppets were given a name and now sit proudly in our learning pit wall to be used when needed. The children loved their puppets so much they asked to make two, so they could take one home to help with homework.
Attitude Survey and results - this is our attitude survey that was taken in November with all the children in our class and the average score results.
Weekly Choices - this is the record taken of the weekly Chilli Challenge choices alongside the mindset average score from the Attitude Survey (Green score is the post-measure attitude survey score).
Discussions during the Mindset in Education course highlighted the benefit of developing a growth mindset for children’s learning, and on their emotional wellbeing and resilience. We have observed an overall positive shift in the children's attitudes to learning in the class. Our Depute Head credited the Chilli Challenge with also giving children choice in their learning, providing opportunities for breadth and depth. Through our nurture lens, we can see that the ‘fight or flight’ emotions that children can face with challenging learning, had decreased. The children were more relaxed, showed a willingness to ‘Have a go’ and seek help. The learning pit tool has also been acknowledged by the management team as a way for the children to continue to practise using a growth mindset, remind themselves of the learning journey, strategies, and key language.
Our school had previously undertaken some work on growth mindset but following covid we felt it necessary to begin this journey again, thoroughly and with intention. We endeavour to teach the children that a ‘growth mindset’ is a life-long journey. We will endeavour to develop growth mindsets into each class, in a similar way to this project. The learning pit was designed with our school ‘Warrior’ and this visual will be replicated into each class to use alongside their weekly growth mindset lessons. We are also asking teachers to implement a play-based task where the children will be able to actively use and develop growth mindset strategies. A huge part of the children’s development will be through the support of their parents. We are aware that some parents will have negative experiences from their own school days, therefore it will be high on the agenda to deliver workshops on the benefits of developing a growth mindset and how they can help to parents also.