1) The document discusses a pupil who was praised for their intelligence but did not work hard, found new tasks difficult, began doubting their abilities, and avoided challenges. This led to a drop in grades. 2) It provides key messages from teachers and parents on developing growth mindsets in students. Teachers emphasize formative assessment, developing self-belief, and taking small steps. Parents reinforce success and emphasize the importance of qualifications. 3) Students who attain higher grades than expected say it is due to teacher input, clear goals, using targets, and both intrinsic and extrinsic motivation. They persist when challenged and see effort as the path to mastery.

1. Do you know this pupil?
Clever student, praised by teachers and parents
for their intelligence. Never worked hard to
achieve goals. Found new tasks difficult & avoided
them. Began to doubt own abilities. Backed out of
challenging opportunities. Showed little
engagement in classroom activities. Suffered drop
in grades. Refused to ask for or accept help.

2. Quiz!
All answers are equal. But some
are more equal than others ...

3. “Attainment at A* in your
school should be higher.”
Choose one of the meta-starters
from the menu and use it to
discuss the statement above

4. Question
How do the students
who attain A* do it?

5. Interviews
• Outstanding teachers
• Parents of the pupils we
interviewed
• Pupils – year 12s and year 11s

6. Key Messages from
Teachers
• Use formative assessment
• Small steps
• Use strategies to develop self-belief

7. Key Messages from
Parents
• Encourage self motivation
• Reinforce success
• Emphasise the importance of exams and the
opportunities qualifications can bring
• If you reward, reward the efforts made rather
than the outcome

8. The Pupils
How do the students who attain
A*, but who have target grades of
Bs and Cs, do it?

9. The Pupils
How do the students who attain
A*, but who have target grades of
Bs and Cs, do it?
Let’s ask them!

10. How do the students who attain A*, but who have
target grades of Bs and Cs, do it?
[Gordano Video here]
This is what they said

11. Teacher input
Clear career goals
Targets
Extrinsic motivation
Intrinsic motivation
This is what they said

12. Teacher input
Clear career goals
Targets
Extrinsic motivation
Intrinsic motivation
This is what they said

13. Teacher input
Clear career goals
Targets
Extrinsic motivation
Intrinsic motivation
This is what they said

14. Teacher input
Clear career goals
Targets
Extrinsic motivation
Intrinsic motivation
This is what they said

15. Teacher input
Clear career goals
Targets
Extrinsic motivation
Intrinsic motivation
This is what they said

16. Teacher input
Clear career goals
Targets
Extrinsic motivation
Intrinsic motivation
This is what they said

18. Fixed Mindset Growth Mindset

19. Fixed Mindset Growth Mindset
Intelligence is
fixed

20. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow

21. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to
success

22. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success

23. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success
When things
get tough, I get
found out

24. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter

25. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter
I need to be
viewed as able

26. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter
I need to be I only need to
viewed as able believe in myself

27. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter
I need to be I only need to
viewed as able believe in myself
Success is
being better
than others

28. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter
I need to be I only need to
viewed as able believe in myself
Success is Success is the
being better achievement
than others of goals

29. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter
I need to be I only need to
viewed as able believe in myself
Success is Success is the
being better achievement
than others When things of goals
get tough, I
give up

30. Fixed Mindset Growth Mindset
Intelligence is Intelligence
fixed can grow
Ability leads to Effort leads to
success success When things
When things
get tough, I get get tough, I
found out get smarter
I need to be I only need to
viewed as able believe in myself
Success is Success is the
being better achievement
than others When things When things of goals
get tough, I get tough, I
give up persist

31. Quiz
All answers are equal. But some
are more equal than others ...

32. Quiz

33. Quiz
Questions 1 & 2 show a fixed mindset
Questions 3 & 4 show a growth mindset
Questions 5 & 7 show a fixed mindset
Questions 6 & 8 show a growth mindset

34. Quiz
Questions 1 & 2 show a fixed mindset
Questions 3 & 4 show a growth mindset
Questions 5 & 7 show a fixed mindset
Questions 6 & 8 show a growth mindset
Did your intelligence mindset differ from your personality
mindset?

35. Avoid challenges Embrace challenges
Give up easily Persist in the face of
setbacks
Praising students Praising students
for their or worse
fruitless innate
See effort as See effort as the path
for their mastery
to efforts
intelligence can and for outcomes
fosterIgnorefixed
negative
afeedback
useful can help nurture
Learn from criticism
mindset a growth mindset
Feel threatened by Find lessons and
the success of inspiration in the
others success of others

36. Avoid challenges Embrace challenges
Give up easily Persist in the face of
setbacks
Praising students
See effort as See effort as the path
fruitless or worse for their mastery
to efforts
and for outcomes
Ignore useful
negative feedback
can help nurture
Learn from criticism
a growth mindset
Feel threatened by Find lessons and
the success of inspiration in the
others success of others

37. Avoid challenges Embrace challenges
Give up easily Persist in the face of
setbacks
See effort as See effort as the path
fruitless or worse to mastery
Ignore useful Learn from criticism
negative feedback
Feel threatened by Find lessons and
the success of inspiration in the
others success of others

38. Language
Quality Learning
Conversations
Growth Intrinsic
mindsets motivation

39. Impact? How?
“Miss explained the mindsets theory
to us. I couldn’t believe it! It is so
true. I want to be at the meeting as
‘evidence! ‘cos it’s so true!
I talked to my mum about it as well.
My best friend gets straight A and A*s
but when this didn’t happen in a
subject, she dropped it. I was getting
Cs but knew I could do better.
Corina Coumis
Year 11 Success is about knowing you have to
Priory Community School work hard and learn how to get the
grade, not to just expect it. I work hard
and now I am getting As and A*s”

40. Mind your Language
Habitual praising of pupils for
what they are, rather than what
they do, can reinforce the idea
that intelligence is fixed.

41. Renzulli ...

42. Language of task
commitment
Task PLTS
Critical
Setting SEAL
Skills
setting L2L
Bloom’s Praise
Process not Challenges
Product Learning not
Performance

43. Problematic Praise ...
• Intelligence strikes again!
• You’re brilliant!
• I know you can do this - you’re
very bright!
• You are destined for greatness!
• Come on....I know you can do
this - you’re very able!

44. Problematic Praise ...

45. Fostering Growth

46. Fostering Growth
• I like the way you stuck at that
problem ...
• Really good effort shown there ...
• Fantastic concentration Jordan ...
• Wonderful. Tell me what you have
learned from these mistakes ...
• You’ve chosen a tough one - great
stuff - go for it!

47. What our students
say... Goal!
Never use
the word Challenge!
TASK! We Problem-solving
hate it! always sounds more
interesting!
Try not to
use the word
Say ‘we’ ‘essay’ it sounds scary
not‘you’. - say ‘write about’
instead!

48. Meta Menus AfL
Changing the quality of the learning conversations Student
Voice
between teachers and our young people G&T
Critical
Skills
The most notable success with the
‘meta menus’ has been the positive
L2L
effect on students’ work ethic. By Independent-
asking them to stop and consider Autonomous
their own part in the lesson they are Learners
encouraged to reflect on how PLTS
behaviour and effort have affected Deep
their attainment. There is now a
healthy competition in class as Learning
students want to discuss their SEAL
positive contribution to the Reflective
Kirsty Aaron. learning rather than the end result.
NQT at Priory Learners
Community School

49. Meta Menus
Changing the quality of the learning
conversations between teachers and our
young people
I love the fact that the meta
menus make it so easy for
students to choose the
direction of their learning. All
I have to do is prompt
students to choose a question
and that sparks a whole load
of ideas that I then come back
to during the lesson. How
David Didau,
easy is that? Central Leader - English
Priory Community School

50. What the students say
• “I think they’re really good because they
make us think about what other skills
can help us and what has been
happening in other subjects.”
• “Desserts are my favourite, you can
reflect back.”
• “They’re good because you pick the
question yourself.”

51. What the students say
• “They are a good way to get your
thinking started...”
• “They make you think about what
you have learned and what you will
learn.”
• “I really like the starters, they get my
brain into gear!”

52. What the students say
• “They’re good because you can
choose the questions - you can
choose the one you can answer
best.”
• “They give you more focus - what
you want to do and what you need
to do...”

53. Beneath the Blooms?
Higher
Thinking
Middle Order
Thinking
Lower Order
Thinking
Dispositions &
Skills

54. Beneath the Blooms?
Higher
Thinking
Middle Order
Thinking
Lower Order
Thinking
Dispositions &
Skills
GROWTH
MINDSET

55. Beneath the Blooms?
Higher
Thinking
Middle Order
Thinking
Lower Order
Thinking
Dispositions &
Skills
GROWTH
MINDSET

56. What if ...
What would be the impact on learning
and lifelong learning if ...
Growth Mindset
were the foundation upon which we
built formative assessment, skill
development (PLTS), Critical Skills
etc?

57. What you can do in the
classroom
- Teach students explicitly about mindsets theory and
encourage them to adopt a growth mindset.
- Praise effort, not ability - reinforces the fact that the
effort we make is the biggest factor in our likely success.
It also shows that you value the process of learning over
the end product.
- But, praise and feedback don’t mix! For feedback to be
effective it has to separate from any praise
- Use formative assessment to help students understand
exactly what they need to do to be successful. Avoid
making summative judgments wherever possible – these
just fix mindsets

58. What you can do in the
classroom
- Have very high standards: don’t accept minimal effort and
insist that students produce work that they can take pride in.
Don’t accept excuses and don’t make any excuses for them.
- Provide safe opportunities for students to learn from failure
- Don’t offer extrinsic rewards – these prevent students from
valuing the learning and remove intrinsic motivation
- Build a nurturing environment where it is safe to make
mistakes and above all, don’t give up on the difficult ones; that’s
what they’re expecting so prove them wrong. Know that they
can achieve.

60. Growth Mindset
Choose one of the meta-main
courses from the menu and use it
to discuss the above

61. Group Discussion
For each discussion point identify one
important implication for you as a
teacher.
Be ready to feed this back later.

62. Discussion 1
Can you think of any situations in your
own life when you have avoided a
challenge, or given up on a challenge,
when the going got tough?

63. Discussion 2
Discuss the mindsets issue relating to
pupil motivation and performance.

64. Discussion 3
Discuss the mindsets issue relating to
classroom practice

65. Plenary
For each of the issues you discussed,
identify one important implication for
your teaching

66. Mindset and pupil
performance
Choose one of the meta-desserts
from the menu and use it to
discuss the above

68. Mindset

69. Mindset
Do we need to mind
our language?

70. Mindset
Do we need to mind
our language?
How do we give
feedback on resilience /
effort / reflective
learning?

71. Mindset
Do we need to mind
our language?
How do we give
feedback on resilience / How could this
effort / reflective be shared with
learning? teams?

72. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
How do we give
feedback on resilience / How could this
effort / reflective be shared with
learning? teams?

73. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
How do we give
feedback on resilience / How could this
effort / reflective be shared with
learning? teams?
How can SLT
help?

74. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
How do we give
feedback on resilience / How could this
effort / reflective be shared with
learning? teams?
Does my
department have a
collective mindset?
How can SLT
help?

75. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
How do we give
feedback on resilience / How could this
effort / reflective be shared with
learning? teams?
How do we
Does my describe success to
department have a the students?
collective mindset?
How can SLT
help?

76. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
Could I
How do we give collaborate with
feedback on resilience / another teacher How could this
effort / reflective on this? be shared with
learning? teams?
How do we
Does my describe success to
department have a the students?
collective mindset?
How can SLT
help?

77. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
Could I
How do we give collaborate with
feedback on resilience / another teacher How could this
effort / reflective on this? be shared with
learning? teams?
How do we
Does my describe success to
department have a the students?
collective mindset?
Can we put this
How can SLT
in the SoL?
help?

78. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
Could I
How do we give collaborate with
feedback on resilience / another teacher How could this
effort / reflective on this? be shared with
learning? teams?
How do we How do we
Does my describe success to
have QLCs
department have a the students?
about the
collective mindset?
Targets?
Can we put this
How can SLT
in the SoL?
help?

79. Mindset What are the short /
Do we need to mind medium / long-term
our language? implications for the
Faculty?
Could I
How do we give collaborate with
feedback on resilience / another teacher How could this
effort / reflective on this? be shared with
learning? teams?
How do we How do we
Does my describe success to
have QLCs Is this only
department have a the students?
about the relevant to
collective mindset?
Targets? able students?
Can we put this
How can SLT
in the SoL?
help?