Riddle problem
Solution
Mindset (s) ˈmʌɪn(d)sɛt/ the established set of attitudes held by someone or a group of people.
Intelligence
mindset
Spot the growth mindset 1
I want to make sure I succeed
I want to make sure I stretch & learn
2
I seek challenges
I avoid challenges
3
I learn from mistakes & setbacks
I find blame or excuses for mistakes & setbacks
4
I thrive when feeling smart and / or talented I thrive when challenged or stretched or growing
5
I feel good enough when I don’t make mistakes
6
I feel good enough when it’s perfect or I win I feel good enough when I start to figure it out
7
I feel good enough when I can do it & others I feel good enough when I can do something I can’t couldn’t do before
I feel good enough when I try my best
Mindset • Getting to an end point • Potential for different mindsets
?
Why is it important
Can you identify attributes to fixed or growth mindsets?
What it means for us as teachers?
1. Entitlement vocabulary Picture of tiers
How do you respond when faced with?:
•I can’t do it •I don’t get it
(yet)
2. Decoding the Assessment Criteria • Answering an 8 mark question
• The ability to make a portrait drawing
• Understanding of concept • Ability to put into a larger context and relate to previously learnt concept • How to construct a discussion of concept • Understanding and use of key vocabulary
• Knowledge of proportion of the face • Looking skills • Light sketchy use of pencil to create outline • Creating a wide range of tones • Use of texture • Ability to evaluate and amend work as it develops
STRETCH
3. Marking and Feedback
4.Questioning
What are students likely to be forgetting? and
What prior learning will inform, enhance and connect to the new learning?
5. Interleaving
What are students likely to be forgetting? and
What prior learning will inform, enhance and connect to the new learning?
6. Low Stakes Testing
• Desirable Dif ficulties • Useful Challenges • Ef for tful Retrieval
Mindset in your practice and your department • 1. Entitlement vocabulary • 2. Decoding the Assessment Criteria • 3. Marking and Feedback • 4.Questioning • 5. Interleaving • 6. Low Stakes Testing Record your thoughts for each strand (strengths /key areas for growth)
Teaching and Learning Development 2015-16 Term 1: It’s all in the mind Autumn Term 1
INSET 1/1/15
Autumn Term 2
Twilight 4/11/15 Follow up CPD Session 15th December
Term 2: Deeper Learning Spring Term 1
INSET 5/1/16
Spring Term 2
Twilight 2/3/16 Follow up CPD Session 22/3/16
Term 3: Review / Preview: Embedding the years CPD Summer Term 1
Twilight 19/4/16
Summer Term 2
Twilight 16/6.16
Weekly CPD programme and Calendar
SCHOOL