Reviewing both quantitative and qualitative data, it was apparent that although we tried to promote a positive ethos in the school, many of our children were showing low levels of self-esteem and a fixed mindset. The fixed mindset was specifically related to numeracy and mathematics, as well as social situations. From our observations, many children did not believe in themselves, often giving up before even attempting a task. When they were in this mindset, disrespectful behaviours often crept in causing them to fully disengage and disrupt others.
Our project looked to implement ‘the learning pit,’ where children could actively acknowledge that they were finding a task or situation challenging, before looking for different strategies and routes to success. We implemented challenges that gave an opportunity for the learning pit to be used, in numeracy and across the curriculum. On completion of the project, which targeted a selected class, the whole school looked to roll out the learning pit and adopt a growth mindset.
The project took place over six weeks, with one growth mindset lesson every week delivered by class teachers and the leadership team, all of whom were on the Mindset course. In addition, the class teacher applied the strategies taught daily, ensuring that tasks given to the children were of a high quality and gave them opportunities to use the learning pit. By embedding growth mindset and the learning pit into the children’s thinking, the aims of the project were met. This required a significant time investment from the class teacher to ensure that the activities used were of the required standard.
Overall, the project was highly successful, with a marked change in the pupil’s mindset and language used when working through numeracy lessons. The children were able to adapt their learning and new ways of thinking towards other curricular areas, including experiences outwith the classroom. The children were also more excited when challenged, not giving up and actively looking for different strategies to help them become successful. It is difficult to say, however, if this experience was long enough for the children to take time to reflect and change their self-belief.
Using the learning pit was also successful once we included visuals to support the children to fully understand it. By including common words and phrases around the learning pit display, children were able to identify which part they were in and how to climb out of it.
The chosen timeline for our project was six weeks, with one focussed growth mindset lesson per week. Alongside this, the class teacher ensured that this learning was revisited across the curriculum daily. Given the involvement of the leadership team, we needed to build in flexibility where the weekly lesson could happen on any day. This did not impact overall progress, with the class teacher acknowledging growth mindset, the learning pit, and appropriate higher order thinking tasks daily.
After the initial six week block, a full leadership meeting was used to analyse the progress made. Confident of success, the team then rolled the concept out throughout all stages of the school. In-house training took place at a curriculum development meeting, and this was followed by teaching growth mindset in every class.
No significant changes were made to the plan throughout the project, although the timing was slightly altered. Through the Mindset course, we understood that the project could be applied beyond numeracy, across the curriculum and into daily life within our school. This broadened the project and the range of experiences that the children could apply it to. The response from our focus class also allowed for some small changes to be made. From the introductory mindset lessons and numeracy challenges, the children became really involved asking to be given more challenges throughout their day (during morning starters or mindfulness moments). This showed the children’s enthusiasm and there was a real buzz around the classroom. We decided to invite other class teachers to observe this and involve themselves with the challenges.
Evaluating the growth mindset project helped us to acknowledge the many changes and improvements made within the focus class. The class included many individuals with strong personalities, and who could be vocal about their thoughts and emotions. At the beginning of the project, the children would openly show their disgust towards a numeracy lesson, and some would instantly disengage when facing a challenge or learning a new skill. Now when faced with a challenge, there is a ‘buzz’ within the classroom and the children are excited to attempt it and to work with numbers in a range of capacities.
The challenges given during the project were ‘low floor, high ceiling’, meaning they offered a range of different tasks at different levels, broadening the experience and the skills used. This ensured that children with a range of abilities, were able to be involved. Starting out with these types of tasks helped to build confidence, with the children enjoying working with numbers, using them in a range of ways, and in some cases working with more complex strategies. This also re-focused our attention on always delivering high-quality lessons. The daily need to implement challenging tasks for all has improved our teaching pedagogy.
Evaluating the tasks issued, and the responses of the children, helped to showcase a significant improvement in the children’s mindsets and attitude to numeracy. As their mindset adapted, the children’s resilience also improved. Whereas before, the children often didn’t believe they would succeed at a task or would give up and put themselves down, now the children are not willing to stop until they succeed. When asked if they would like support, they now ask to be given more time to try another strategy first, knowing the satisfaction they will feel when they are successful. As a class, we celebrate all successes, and the children show far more resilience when tackling challenges. We want to strive for further improvement here, specifically related to social situations.
The use of the learning pit has been another significant change in our classroom. Beginning as part of the project, the learning pit is now part of every lesson and task that the children take part in. The children will openly state “I am in the learning pit,” or “I’ll probably go into the learning pit here,” acknowledging that they are finding something challenging. However, they know to look for different strategies to get themselves back out, stopping them from becoming disengaged or upset, improving their self-esteem and resilience.
Before planning our project, we collated a range of qualitative and quantitative data related to the children’s wellbeing and reactions towards their class work or social situations. This highlighted that many of our pupils had low levels of self-esteem, resilience, and confidence. Following the project, these have all improved for our focus class, especially during numeracy and literacy. With some encouragement, we hope that these improvements will spread to areas of health and wellbeing and social conflict. This has encouraged us to implement the project across the school.
We showcased the progress of our growth mindset project at a full school curriculum development meeting. During this meeting, the data collected was shared along with evidence of the progress made. It was decided that all teachers would be covered to allow them to observe the focus class and experience the ‘buzz’. The Principal Teachers also taught each class, ensuring that growth mindset was embedded appropriately throughout the school. This should ensure a strong impact made across each stage.
Evidence from our focus class (observations, quotes and work undertaken) allowed us to analyse the change in the children’s mindsets. The quotes alone painted a clear picture, with the children vocally more positive and determined when faced with a challenge. Some children were also aware that they were entering the learning pit and/or portraying a fixed mindset and knew that they needed to try to turn it around. At the end of the academic year, a wellbeing survey will be repeated across the school, and we hope that this gives further evidence of the positive impact of the project.
The attached presentation sets out a detailed overview of the project, including aims, weekly lessons across the curriculum, observations, resources used and next steps planned.
After presenting our progress to staff across our school, it was acknowledged that each class had children who disengaged from challenges or had low levels of self-esteem and confidence. This helped other members of staff to understand the purpose and importance of the project before it was rolled out. One member of staff, after observing the focus class, openly described the class as having an enthusiastic and positive atmosphere, where the children were enjoying their learning. We want all staff members to see this change and implement it in their own classes. Some staff members were hesitant, and we made sure all were supported until they felt comfortable with the learning pit and the growth mindset lessons.
The next steps look at the best ways to implement growth mindset throughout our school. We have created a new timeline where each class will have support from our growth mindset team, through opportunities to observe lessons and team teaching, to implement a similar project. Class teachers will collect qualitative data by issuing challenges and documenting the children’s responses. This will help us to measure the progress across each stage. We intend to begin with junior pupils as they tend to have a more severe fixed mindset and to focus on one part of the school at a time. After full school implementation, we will move onto other stakeholders such as parents and carers, and ask the children to showcase their newly developed mindset when working with their families.