TLC 2: Growth Mindset

TLC 2 started off with a discussion in triads of the aspects of growth mindset that teachers had tried to implement in lessons since the last TLC session, considering the following two questions:

•What went well?

•What do you need to refine or

    work on to improve?

We then moved on to looking at three aspects of growth mindset in detail, as requested by the group. The first of these was model it, practice it.  

As you can see, we suggested a range of activities to provide ideas for how this can be done in the classroom in a more engaging manner. We played games in the TLC such as consequences with the focus of exam technique and process-driven team markers. All of these activities also link in well with the setting of high expectations.

  

Our second section to discuss in more depth was how we deliver knowledge requirements. We started with a discussion in triads/quads and then some general feedback.

Ideas were provided to teachers that they could try to implement in lessons if they were not already doing so. Demonstrations were provided and further information given to show how these can practically work to deliver knowledge. The concept of surface learning was discussed and all teachers were provided with a surface learning ideas mat which promotes the 'give it a go' culture that we feel is important in our TLC when trying to further develop our own practice.  

Finally,our last focus was on setting long-term goals. This is a difficult one to implement in lessons when grades are such a focus within the school. The concept of a variety of contracts with students and personalised goals that do not link to grades were discussed.

Each member of the TLC group selected a class to try out some of these ideas with and completed the form below:

This research task was given as an optional extra for staff to further challenge themselves in the areas of growth mindset if they wished to. 

Independent Student Learning - Fully Flipped Classrooms

Independent Learning TLC 2 - Fully Flipped Classrooms

In this TLC groups fed back on their trials of in-class flipping, sharing evidence and good practice in their triads... After an intensive flipping based warm up involving flipping pancakes, coins and a word based challenges.

The purpose of in-class flipping was to motivate students to learn independently, through engaging in a variety of different activities, without direct teacher input. Strategies employed included Learning Mats, QR codes and Task Tables, as well as the use of different support techniques to encourage students to look for answers themselves.

In TLC 2 the main focus was fully flipped learning environments. The group was introduced to the basic principles of the strategy and investigated the misconceptions surrounding flipped learning.

A range of resources were provided as the varying triads planned how they would utilise flipped learning with some of their classes, as was an outline lesson plan to guide in the elements expected within a fully flipped classroom. Interesting purpose-built equipment was shared, to illustrate the many ways in which the content of a lesson can be delivered, without the traditional methods of 'chalk and talk'.

The session ended with the triads planning an Open Classroom schedule, where different members of the triads will visit one another for approximately 10 minutes to see flipped learning in action. It is hoped that in TLC3 the excellent practice occurring within the groups can be shared and celebrated.