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international research for cooperative learning:

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international research for cooperative learning:

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https://www.nuffieldfoundation.org/sites/default/files/files/Power%20Teaching%20Maths%20Evaluation%20-%20final%20report%20April%202013.pdf

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https://www.tandfonline.com/doi/pdf/10.1080/13504622.2015.1075193?needAccess=true

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https://ac.els-cdn.com/088303559593607W/1-s2.0-088303559593607W-main.pdf?_tid=246fdfc5-2a23-4e45-a0f9-b4b5ca35fe52&acdnat=1538385946_f5592ed699af2e8ee2a38ba59644b4d6

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Co-operative Learning Quote

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Group 2 - cooperative learning examples 

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Group 2 - cooperative learning examples 

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Cooperative Learning for Intercultural Classrooms | Case Studies for Inclusive Pedagogy

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Cooperative Learning for Intercultural Classroomshelps both pre-service and in-service teachers to develop a well-researched pedagogy that supports inclusive

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Group 1 - Cooperative Learning examples of practice

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Group 1 - Cooperative Learning examples of practice

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http://www.behavioradvisor.com/CoopLearning.html

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Group 2 - cooperative learning

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Cooperative learning works well in the classroom when teachers stay enthusiastically involved in the activity. When teachers sit down at their desk to do their own work during cooperative learning time, students tend to shut down.
Dansereau, D.F., 1988. Cooperative Learning Strategies. In Learning and study strategies (pp.103-120).

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Group 2 co-operative learning example

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Group 3 cooperative learning practice- 1

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Group 3 cooperative learning practice- 1

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" Stand up, hand up, pair up."
Kays,K. (2012) Kagan. [online] available from < https://www.youtube.com/watch?v=nHyQXAz5-T4 > [21 September 2018]

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Cooperative learning to build language and vocabulary

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Cooperative Learning in PreK, (Building Oral language/Vocabulary)

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Brody, C.M., Sapon-Shevin, Mara & Cohen, Elizabeth G., 2004. Teaching Cooperative Learning The Challenge for Teacher Education, Albany: State University of New York Press.

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Co-operative learning

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Kagan (2001 cited in Davoudi and Mahinpo 2012) placed cooperative learning as the strongest method for increasing student achievement. "Students learn best when they can encourage and tutor each other".

Kagan, s. (2001). brain-based learning smart card. San Clemente, ca: kagan publishing, 2001. cited in Davoudi, A.H.M.H. & Mahinpo, B. (2012) 'Kagan cooperative learning model: The bridge to foreign language learning in the third millennium.' Theory and Practice in Language Studies 2(6), 1134–1140.

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Multiple Intelligences in the classroom - Thomas Armstrong

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Multiple Intelligences in the classroom - Thomas Armstrong

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https://locate.coventry.ac.uk/primo-explore/fulldisplay?docid=COV_ALMA5199264310002011&context=L&vid=CSC_VU1&search_scope=LSCOP_CSC&tab=local&lang=en_US

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http://www.ijonte.org/FileUpload/ks63207/File/chapter_6..pdf

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A new approach to the conceptualization and assessment of human intelligences is described. According to Gardner's Theory of Multiple Intelligences, each human being is capable of seven relatively independent forms of information processing, with individuals differing from one another in the specific profile of intelligences that they exhibit. The range of human intelligences is best assessed through contextually based, "intelligence-fair" instruments. Three research projects growing out of the theory are described. Preliminary data secured from Project Spectrum, an application in early childhood, indicate that even 4- and 5-year-old children exhibit distinctive profiles of strength and weakness. Moreover, measures of the various intelligences are largely independent and tap abilities other than those measured by standard intelligence tests.

Baron, J Rationality and intelligence1985 New York Cambridge University Press Google Scholar

Gardner, H Gifford, B Assessment in context: The alternative to standardized testingReport of the commission on testing and public policy(in press-a) Google Scholar

Gardner, H Zero-based arts education: An introduction to Arts PROPELStudies in Art Education(in press-b) Google Scholar

Gardner, H, Wolf, D Rogers, DR, Sloboda, JA Waves and streams of symbolizationThe acquisition of symbolic skills1983 London Plenum 19 42 Google Scholar

Krechevsky, M, Feldman, D, Gardner, H The Spectrum handbook(in press) Google Scholar

Krechevsky, M, Gardner, H Howe, MJA The emergence and nurturance of multiple intelligencesEncouraging the development of exceptional abilities and talents(in press) Google Scholar

Lave, J Cognition in practice1988 Cambridge, England Cambridge University Press Google Scholar

Olson, L Children flourish here: 8 teachers and a theory changed a school worldEducation Week198818118 19 Google Scholar

Piaget, J Gattegno, C, Hodgson, FM Play, dreams and imitation in childhood 1962 New York Norton Google Scholar

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Educational Implications of the Theory of Multiple Intelligences

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A new approach to the conceptualization and assessment of human intelligences is described. According to Gardner's Theory of Multiple Intelligences, each human being is capable of seven relatively independent forms of information processing, with individuals differing from one another in the specific profile of intelligences that they exhibit.

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Game-Based Learning and the Power of Play

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In recent years, there has been growing interest in the use of games to enhance learning across multiple educational levels, and extensive research has shown that games have considerable potential for enhancing learning, motivation and skills development. However, despite a growing acknowledgement of this potential, challenges remain and the use of games in formal education contexts remains far from mainstream.

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Since September, I've been introducing my primary (year 4) class to the idea of how a growth mindset can help with learning. I'd heard of Carol Dweck before but hadn't done much research into why she was "famous". In our first INSET days at the start of the year, a colleague used this video (first 10 mins) to introduce the staff team to Growth vs Fixed Mindsets and their power over learning. If you've no idea what I'm talking about, then I suggest you watch the beginning of that video before you read on!

Being careful not to just pick up and run with a new fad, I did some reading and watching online to see whether this was something I should be exploring with my class. Blog posts from secondary bloggers, Shaun and Chris, and the videos embedded convinced me that it was. I am only 6 months into instilling a Growth Mindset in my classroom so am by no means an expert in this. However, when I started out, I could find no such information to help me make the first steps with my pupils so I hope this can give some guidance for those interested in growth mindset in the primary school.

Introducing it to the Children

I started off by using two soft-toy characters to introduce the idea of different mindsets to my class. Year 3 used this previously and found it successful.

There is no rhyme or reason for it being a rat or a hare - they were simply the only two cuddly toys that I had at the time. Early on, I told stories about these two characters and their learning - this simply took one 30 minute slot at the beginning of the year.

Really Hard Ratty has a fixed mindset; he knows that he's good at reading and art but isn't good at maths. He tries hard in those subjects but thinks he's stupid in maths lessons. He doesn't try and when he gets stuck he says, "It's really hard." Work-At-It Wiz (who is sometimes re-named Work-It-Out Wiz) has a growth mindset; he believes that if you put in effort, you can get better at everything. He tries hard in all subjects, even in subjects that he struggles with.

Using these soft toys - both from Ikea if you're wondering(!) - immediately gave younger children a starting point for their understanding of mindset. From the word go, pupils were commenting when someone was "being a Wiz" and recognised the language of the growth mindset. We discussed changing what we say and watched some videos which showed people being "like Wiz".

Soon after this introduction, we wrote a short assembly about how we had shown that we had growth mindsets in the first few weeks of term. Children spoke about and showed learning where they had struggled and put a lot of effort in and made progress. This was a great way of sharing idea of mindsets with the school and giving the children a voice in their learning.

Growth Mindset in Planning

Having previously been a self-confessed ability-group obsessive, I was beginning to come around to the idea that mixed tables would enable children to learn better. I begin to plan not for specific groups but for the highest of expectations from my whole class. Pupil choice became a big part of my planning and I started using my assessment trays, which had previously been an end-of-lesson resource, as the hub of learning. I planned Good, Amazing and Awesome activities for children to choose. This made me consider my lowest ability children and how I could support them in achieving the "Awesome" activity. I began to see children aim far higher than I would have planned for them and used the adults' time in class to support this. You can read more about how I challenge the whole class here.

Growth Mindset in the Classroom Environment

I've never been a massive fan of lots of quotes on the walls but there are loads to choose from for the Growth Mindset. This quote about how practice can help progress has become a mantra in my classroom and is the only quote which I have on display permanently.

The children really took this to heart and so it is used throughout our lessons. I had a "YOU DID IT!" stamper made so that children knew when their practice had paid off.

This, in turn, has fed into their own language. Each lesson, children leave a quick comment about their learning (in gel pen). Comments like this are not rare:

To encourage a growth mindset, I try and praise children for their attitude and effort, rather than just getting correct answers so you'll see the child above received a house-point simply for being "like Wiz", without necessarily getting lots of questions right.

Ratty and Wiz are easily accessible in my classroom and children who have showed they are "like Wiz" can sit with him for a lesson. At primary school, this is such a treat and children's faces light up when they get to have him help them with their work!

Growth Mindset in Feedback

Learning about the research which has taken place to do with the growth mindset and feedback made me re-consider the comments I leave in children's books. Carol Dweck encourages teachers to avoid the "clever girl/boy" comments and focus on the skills which children have used and the effort they put in to enable them to learn.

I had a "Great Learning! Now try this:" stamper made so that children were praised for the progress they had made before being challenged in something new.

Obviously, the best thing to do to see the impact this has had would be to talk to my class. Sadly, you can't do that so instead I'll leave you with some of their post-lesson comments which show their mindsets. I've never taught a class who enjoy learning so much and so who relish challenging lessons; I'm convinced that's down to the growth mindset elements which have been introduced this year.

Other Quick Ideas from Twitter

Having a Mistake of the Day.

Encourage children to add "yet" when they say "I can't do it."

Having a crown of mistakes - people who learn from their mistakes can wear it.

Enjoying being on the "struggle bus" together.

Having display boards which promote a growth mindset.

Teaching discrete lessons about the brain and how it works.

The effect of praise on mindset video.

Mr Bradley's class talking about mindsets video.

Austin's Butterfly video.

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Since September, I've been introducing my primary (year 4) class to the idea of how a growth mindset can help with learning. I'd heard of Carol Dweck before but hadn't done much research into why she was "famous".

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https://books.google.co.uk/books?id=d0pnDwAAQBAJ&lpg=PP1&dq=growth%20mindset%20in%20school&pg=PP1#v=onepage&q=growth%20mindset%20in%20school&f=false

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Books: Mindset by Carol Dweck Hardwiring Happiness by Rick Hanson Videos: The Most Important Lesson... Hardwiring Happiness Three Myths of Behavior Change Websites: Hardwiring Happiness Slides

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.2.NBT.B.7

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

7:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does Ms. Montoy-Wilson help her students become excited about challenges?

2. Why is it important for students to articulate their thinking about challenging work?

3. How does Ms. Montoy-Wilson ensure that her students are struggling productively?

Teachers

English Language Arts Math Science Social Studies Arts / 1 / Teacher

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Encouraging Students to Persist Through Challenges

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Students in Maricela Montoy-Wilson's second grade class persist through challenging math work. Students work on three-digit story problems, using resources and strategies to come to a solution. Maricela Montoy-Wilson discusses the ways in which she helps students to persevere to make sense of the problems.

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Howe, MJA 2012, IQ in Question : The Truth about Intelligence, SAGE Publications, London. Available from: ProQuest Ebook Central. [18 September 2018].

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What does Growth Mindset look like in the classroom?

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What does Growth Mindset look like in the classroom?

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Growth mindset. We've all heard of it. We've read about it. Most of us have had training on it. We've probably even taught a lesson on it.

But how many of us really feel like we have a true growth mindset classroom or school? Integrating it fully into our teaching is not just a simple case of understanding the theory.

In this blog, we'll explore the key principles drawn from Carol Dweck's theory of fixed and growth mindset and suggesting practical ways to integrate it in your school. We'll also consider common misconceptions within the approach, so you can get it right first time.

For a quick overview of the 15 most effective growth mindset tips and strategies you can use the classroom today download our free guide to Getting Growth Mindset Right (tips, poster and list of recommended growth mindset resources included).

What is growth mindset?

Put simply, a growth mindset is when an individual believes they can develop their intelligence. Whereas a fixed mindset is when a person believes their intelligence and characteristics cannot be changed in any meaningful way.

What does a fixed and growth mindset look like in the classroom?

In maths, a fixed mindset might look like this: "I'm no good at maths. It's not something I'll ever be good at".

These pupils tend to avoid taking on challenges in favour of completing easier tasks to look clever. It's safer to get something easy correct than stumble with a tricker question. We can all think of pupils we've taught who are like this.

On the other hand, a pupil with a growth mindset knows that, through dedication and effort, these qualities can change and that they can develop their intelligence and abilities. They believe they can become better mathematicians.

Want to find out more? Watch this video:

How to develop a growth mindset in your pupils

Like all things in teaching, through hard work, careful language and practice, it is possible to adjust the way pupils think so they're not trapped by a fixed mindset.

Through the language we use, activities we plan into our lessons, and by modelling it with our own behaviour we can encourage pupils to move towards a growth mindset.

Developing growth mindset: long term implications

Of course, you might be asking what the long term benefits of this really are! Studies have shown that if you have a growth mindset, you're more likely to continue working hard, even when you meet obstacles or failures. You persevere, adapt, and try different strategies and you learn.

Instilling this mindset in the children we teach gives them the skills and outlook which will support their learning throughout education and into adult life.

15 ways to develop growth mindset attitudes in primary pupils

So with this in mind, we've created our top list of ways to develop a growth mindset in the primary classroom.

These insights are taken from the successes - and mistakes! - we've made along the way as maths intervention experts. In short, we've made the mistakes, so you don't have to!

If you're interested you can find out more about our 1-to-1 maths intervention by clicking here. Ours is a practice built around research demonstrating that, compared to other subjects, pupils are most likely to believe they won't succeed at maths.

This is why our maths specialist tutors work hard to embed a growth mindset in pupils from the very first "getting to know you" lesson. You can also find out more about the techniques we use to engage pupils, breed confidence and, ultimately, achieve results on our blog, 20 Maths Strategies KS2 That Guarantee Progress for All Pupils.

1. Training teachers alone is not enough

An EEF study in May 2013 found that educating teachers about growth mindset in CPD sessions had "little impact" on students' progress. However, they found when pupils were taught about growth mindset directly, they made an average of two additional months progress in English and maths.

Teacher tip: If you organise growth mindset training, also provide a series of suggested lessons plans for your teachers to work through with their pupils.

2. Don't teach growth mindset in isolation

It's often the case that growth mindset is introduced to pupils through PSHE, equivalent lessons or in assemblies. This isn't a problem, but it should then be applied in all subject areas.

Research in the US has shown that using university students to teach pupils about the malleability of intelligence led to large improvements in standardised tests.

These workshops mostly included hands-on work in maths and literacy. This helped pupils understand how growth mindset applies in lessons.

Teacher tip: Take time to plan as a school ways in which teachers can integrate growth mindset across the curriculum.

Why not download our free guide to Getting Growth Mindset Right (includes tips, poster and list of recommended resources), or check out our blog post on 9 Ways to Embed Growth Mindset in the Primary Classroom.

3. Language is crucial for developing growth mindset

Dweck found that people's idea of intelligence can be moulded by subtle environmental cues. This includes the words that we use to praise our pupils. Some phrases reinforce a fixed mindset: "That's correct, you're so good at maths". Others lead towards a growth outlook: "you worked really hard to find the answer".

Teacher tip: Share a list of key phrases to develop growth mindset with your staff. There are lots to be found online (see the image below for a great example), or you can download a list of free growth mindset phrases here.

A great place to start is simply by using the word "yet" in your classroom to help transform attitudes. For example, "I can't do this" becomes, "I can't do this yet"; "I don't understand" is suddenly, "I don't understand yet". This tells your pupils that there's always room for them to learn and improve.

4. Maths is about learning, not performing

One of Jo Boaler's top tips to encourage a growth mindset in maths is to emphasise how the subject is about learning and not performing. This message can sometimes be confused when we focus on quick recall of number facts e.g. times tables.

Teacher tip: This doesn't mean we should move away from encouraging numerical fluency. Instead, we should try to make it clear that the process of practising number facts is simply to help solve problems more confidently.

Remember, how quickly they can do this isn't always the be all and end all!

5. Use questioning to support a growth mindset

Maths lessons can sometimes appear to place more value on speed and correct answers than careful and considered reasoning.

To build numerical fluency, we might focus on recall of number bonds and times tables or procedural fluency with written calculations. When there's only one right answer to a question, it can be really hard for struggling pupils to believe they can change their abilities.

Teacher tip: To avoid this, integrate as much reasoning and problem solving into your lessons as possible (more on this in our blog, Developing Reasoning: How to Improve Maths Reasoning Skills in Primary Pupils). This gives pupils the chance to work towards solving a problem, even if they don't initially get the answer right.

Additionally, try to use open questions where possible, giving pupils the chance to explain their answers in a way which makes sense for them. This has the added benefit of helping pupils see there are different ways to find answers.

For 15 practical ideas every primary school leader and teacher can use to kick-start a growth mindset culture in their school and classroom, download our new resource

6. Take time to highlight the value of feedback

Individuals with a growth mindset tend to like feedback because they can use it to improve. However, fixed mindset pupils may see feedback as purely negative if they associate it with something they've answered incorrectly.

As teachers, we know the importance of feedback - it's something which is ingrained in our day-to-day work - but we might not always explicitly talk about its benefits

Teacher tip: Try giving pupils a few moments each week to think about the feedback they have been given and how it has helped them improve. Then ask one or two to explain their example to the rest of the class.

For pupils with a fixed mindset, this modelling will encourage them to see that feedback can be an informative and useful tool.

7. Embrace challenge and teach children to love them!

For pupils with a fixed mindset, challenge is scary. Why risk failing and being embarrassed by stumbling on a hard question?

With this in mind, it's important that harder tasks (or challenges and extension activities) are framed in a positive light. Pupils should be aware that it's not just about getting it correct, but giving it a go.

Teacher tip: Always speak about challenging tasks with enthusiasm and excitement. Make it clear that if anyone would like to have a go they can. Take note of the language you use to set the activity. Rather than saying "this task is really difficult", you could say "there are lots of chances for you to try out different strategies with this question and do lots of learning".

Some schools find that giving pupils the freedom to choose the level of challenge in their work has a positive impact.

8. Mistakes are valuable

One of the most powerful messages we can take from the growth mindset theory is that mistakes should be seen as an opportunity. Pupils should be encouraged to identify where they went wrong, learn from it and improve for next time.

Teacher tip: A great way to show mistakes are okay is to create a "mistake friendly" classroom. This lets pupils know it's absolutely okay to get stuck and then improve.

Spend some time looking at famous scientists or mathematicians and the way in which they have failed. As Jo Boaler suggests, when pupils get something wrong, you could say "you're brain just grew, synapses are firing! That's really good!".

Consider integrating a few minutes for reviewing mistakes into all your lessons. You can then reward and praise children who spot a mistake, explain what they got wrong and correct their work. You could even invite them to present it to the rest of the class.

9. Praise the process, not the person

Pupils with a fixed mindset often think that other pupils don't have to try, they just know the answer. It's important therefore to emphasise the hard work all pupils are putting in. So always ensure to make the effort visible.

Teacher tip: To build resilience, reward pupils for trying hard and for persevering when they are struggling. Praising effort rather than pupils getting things right all the time decreases the pressure on pupils who feel like they can only volunteer an answer if they're sure it's right.

10. But...don't just tell pupils to try hard!

Carol Dweck has written more recently about the risk of putting too much emphasis on the effort with the result that you ignore key things which contribute to a growth mindset.
It's important that this praise of effort is not divorced from learning or progress. Simply saying "great effort" when a pupil tries but gets things wrong is actually praising ineffective effort.

Clearly, this is not fair if you don't then work with the pupil to develop strategies to improve.

Teacher tip: If a pupil is getting things wrong despite trying hard, you can praise the effort but make sure this is always followed up with next steps. Either look over the work and evaluate mistakes or help the pupil to try a different strategy. You can read me on Recognising and Overcoming False Growth Mindset here.

11. Plan lessons to support and develop growth mindset

Changes to mindset can't happen in isolation. Pupils cannot practice a growth mindset if; they are given inappropriate activities, they are not being given feedback they can act on, they are not provided with future learning strategies.

Teacher tip: Take care to plan lessons with growth mindset in mind and make sure you always consider these three key growth mindset questions in your planning process.

1. Does the work provide the opportunity for pupils to learn something new?

2. How will I give my pupils meaningful feedback?

3. What strategies can I model for struggling pupils?

12. Context, culture, environment, and systems matter

Growth mindset is great, but it's not a magic wand. People's mindsets are shaped by their environment and the people around them.

Dweck has spoken a lot about changing learning tasks, testing practices and marking systems to reflect this. It can be challenging in the current educational context, but it's really important that pupils know school is about learning and not testing.

Teacher tip: One thing you could review is your approach to assessment. While there are summative testing commitments we can't get away from (e.g. SATs), regular summative assessments which simply give pupils' a level or score don't really support a growth mindset.

Is there space for you to move to more formative assessments? Or, can you do more analysis of your existing assessment results on a pupil level so that the main takeaway is their next steps rather than their current level or score.

13. Work with parents

As we've already mentioned, environment shapes growth mindset. It's therefore essential that if we want to make any real changes to pupil mindset we involve and educate parents about this.
We all know those parents who sit in parents evening and say, "well, I was rubbish at maths when I was at school", or "I can't help them because I don't know how to do it".

Teacher tip: Invite parents into school to find out about growth mindset and explain how they can help at home. If they can't come in, put together a list of top tips for parents and send them home.

Another idea might be to set some homework specifically around growth mindset that pupils and their parents need to work on together. You could even hold a growth mindset assembly or give awards to pupils each week which focuses on growth mindset.

For more on getting parents engaged with their pupils' maths learning, download our free guide: ' Maths at Home - 15 Top Tips for Parents and Carers '.

14. Embrace a growth mindset with your staff

Within training, lesson observations and coaching staff also need to be open to change and growth. Just as summative assessment reinforces a fixed mindset for pupils, grading a lesson can suggest to teachers that they're teaching is fixed at a certain level.

Clearly, if we are telling pupils that it's OK to make a mistake, we have to take the same approach with teachers. If teachers are worried about getting things wrong or under huge amounts of pressure, they're unlikely to want to try any new strategies or make changes to their teaching.

It has to be acceptable for teachers to experiment, and it's important for SLT to support and cultivate this approach.

Teacher tip: Rather than give a grade, pick out one or two actions which teachers apply to improve their lessons. Or rather than judging whole lessons, set a focus for each week or half term and work with teachers to come up with ways to improve this across the school.

In addition, providing a supportive and effective programme of CPD will go a long way to reinforce growth mindset and creates a culture of lifelong learning in school.

Another thing you can do is to shift the focus in any staff briefings or regular meetings that you have. These have a tendency to be based on upcoming events in the calendar. But really, this information can be shared easily by email or a staff portal. Instead, use the time to focus on CPD.

How about picking a teaching tip that can be explained and quickly practised by all teachers then integrated into teaching that week?

15. Embed a growth mindset culture across your school

These steps are useful, but underpinning it all, is the fact that to make your pupils truly embrace and present a positive attitude focused on growth mindset.

You will need to look at how your whole school structure, culture and processes feed into a growth mindset approach. Otherwise, there's a risk that our own actions may reflect a fixed mindset and pupils will pick up on this.

Teacher tip: Three quick things you can do today to start your school growth mindset journey

1. Download and share with staff our free growth mindset top tips and classroom or staffroom poster.

2. Deliver staff training on growth mindset.

3. Give teachers time to plan growth mindset lessons - you might want to design a lesson plan around the suggested reading in our free growth mindset resource.

We hope you find out insights into growth mindset helpful, and we'd love to see how you use them in the classroom. Tweet us @thirdspacetweet and let us know - what do you think good growth mindset culture looks like in the classroom?

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How to Get Growth Mindset Right: Primary Schools - Third Space Learning

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Growth mindset. We've all heard of it. We've read about it. Most of us have had training on it. We've probably even taught a lesson on it. But how many of us really feel like we have a true growth mindset classroom or school?

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Schemas

Schemas are a learning theory developed by Jean Piaget. Piaget believed that children were not just not as good at thinking as adults but that rather the way they thought was itself very different to adults. Schemas are patterns of thought or behaviour that manifest in repeatable actions. Children may want to repeat the same, or similar, actions in order to explore and make sense of the world around them. You may notice a child being fascinated with wanting to read the same book over and over or moving things from place to place.

Piaget theorised that schemas are an important part of how children learn and develop. Being aware of schemas allows you to ensure you provide opportunities in Forest School sessions for children to engage in and explore their schematic behaviour.

Some common schemas and how they could be integrated into Forest School sessions are listed below:
Transporting (Moving resources and/or self from place to place)
Giving a child responsibility for collecting and organising resources for activities. Provide wheelbarrows, baskets, jars or buckets for gathering and transporting resources.
Enveloping (Covering themselves or other items)
Activities that involve camouflage and hiding objects. Activities that involve wrapping objects or building dens or houses where what is inside can't be seen. Playing games that involve hiding such as '1,2,3 Where are you?' and 'Vanish'.
Trajectory (Movement of self and/or objects in vertical, horizontal and diagonal lines)
Using natural materials to build rope swings and see saws. Build slopes or ramps to roll objects down. Building rope ladders or rope bridges. Archery, catapults, sling shots or other activities that involve knocking targets down. Climbing trees.
Transforming (Exploring how objects change)
Provide opportunities for children to play with and mix different natural materials such as leaf litter, mud, sand and water. Encourage children to make 'potions' or play cooking with these materials.

The Zone of Proximal Development

The Zone of Proximal Development (ZPD) is a learning theory introduced by psychologist Lev Vygotsky. Vygotsky was a supporter of independent thinking and learning and was a critic of the teacher-led instruction that is still prevalent throughout classrooms today. He developed the ZPD theory as a method or arguing against the use of academic testing to measure students intelligence. Vygotsky argued that it would be better to examine children's ability to solve problems independently and his or her ability to solve problems with an others help. This 'other' does not have to be the teacher, or Forest School leader, but could be a parent or another child.

The ZPD is the area between what a learner can do without any help or assistance and what they are unable to achieve even with support and help. It is in this area, when we are just outside of what we already know and what we are comfortable doing, that Vygotsky theorised the most engagement and learning would occur. Activities that are too easy for a child are likely to become boring quickly. If they are too difficult it will likely be difficult to engage the child.

It is worth being mindful of the ZPD theory when planning and running Forest School sessions. It is likely that the children in any session will all have very different knowledge, skills and abilities. Activities should be flexible and feature gradual increments in difficulty or complexity in order to be able to find the ZPD for each child.

It may also be worth considering encouraging or engineering situations where specific children work together in order for one to be able to support the learning of the other.

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1.1 - Summarise 2 recognised learning theories and explain their relevance to a Forest School programme - Forest School Portfolio

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Schemas Schemas are a learning theory developed by Jean Piaget. Piaget believed that children were not just not as good at thinking as adults but that rather the way they thought was itself very different to adults. Schemas are patterns of thought or behaviour that manifest in repeatable actions.

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Forest School and Outdoor Learning in the Early Years

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Outdoor learning continues to play an essential role in early years education, and this new edition of a bestselling book explores how the Forest School approach can be easily and effectively incorporated into early years practice.

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How can teachers introduce forest school principles to their curriculum?

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Forest schools help students develop confidence and creativity by teaching practical, outdoor skills - and teachers don't need a woodland on their doorstep to incorporate the ideas

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Importance of Play in the Early Childhood Classroom | Partners In Learning | Miami University