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Summary Evaluation of Growth Mindset Initiative

Cultivating a Growth Mindset in the School Community: Evaluation Report


Summary

This report presents the evaluation of the activities and impact of the whole school development activity to cultivate a Growth Mindset in the Vale of Leven Academy school community. The report is intended for staff, parents and pupils.

An evaluation of the project was conducted in August 2012. The project is still on going but the following data represents an evaluation of the project so far.

• The purpose of the evaluation was to review the work of the Growth Mindset group so far.

• To assess impact on pupil attitudes in respect of adopting a Growth Mindset.

• To assess impact on pupil attainment.

• To set future goals and targets for the Growth Mindset group to work on.

The evaluation took a number of different approaches.

• Pupil Questionnaires

• Feedback from parents and pupils after events

• “Brainology” evaluation results

• Staff discussion

The Main Findings were as follows:

• A large shift in pupil attitudes from Fixed to Growth Mindset across all year groups but in particular in those year groups that had the most intervention.

• Pupils enjoyed and valued the Brainology software and it encouraged a growth mindset attitude in pupils.

• Pupils were hugely motivated after the “Mindset for Exams” events and parents were almost unanimous in their support of this being a positive development in the school.

• Staff were becoming more positive and understanding of some of the key concepts in creating a Growth Mindset culture.

• Pupil Attainment increased in S4, S5 and S6 in 2012 compared to 2011


Background

Over the past few years the school has engaged in the Solution Orientated techniques to help construct the school three year development plan and school motto “Achieving Together”

Some of the outcomes of the development plan were

Priority 2: Learning and Teaching, Target 1 New Methodologies and Target 2 Developing Pupil Responsibility for learning

“…there is a clear desire to explore new ideas and approaches to learning in the classroom and how we can encourage our young people to take responsibility for their learning” (School Improvement plan 2010)

Also outlined in the school improvement plan…

Priority 3: Raising Attainment.

There has been a feeling among many staff, parents and pupils that there has been a lack of resilience and self-efficacy among our pupils, which has impacted on pupil attainment. The SMT felt that the theories of Carol Dweck and Growth Mindset presented an opportunity to improve pupil self-efficacy and it was decided to support the setting up a staff working group to explore how we might use Growth Mindset to improve pupils self efficacy and therefore attainment.

The Project

After a viewing by staff of Carol Dweck’s Keynote address to the 2009 Scottish Learning Festival, a group of twenty staff formed the Growth Mindset committee. The working group have been involved in a number of different initiatives and developments throughout the session. The group also created two sub groups to work on pupil development and another for staff development.

Description of the Evaluation

Purposes and Success Criteria of Project

The fundamental aim of the project is to create a culture of Growth Mindset and as a result increase pupil attainment.

To do this the following project objectives and success criteria were established.

Purposes Success criteria

Objective 1: - Introduction of the Mindset topic to the school staff and its connection to the school improvement plan.

Whole staff event in Calendar and event completed. Staff interest demonstrated by volunteers for group


Objective 2: - The creation of a group of staff volunteers who would help formulate and take forward the mindset initiative

The establishment of an effective staff development team who will lead development and help create a culture of Growth Mindset

Objective 3: - Baseline assessment of pupils’ mindset/attitudes and current attainment levels

Questionnaires issued and completed by pupils. Data stored for comparison

Objective 4: - Introduction of materials and techniques with staff, parents and pupils to encourage a growth mindset.

A range of strategies and materials developed and in place

Objective 5: - Work with the Centre for Confidence to develop techniques and tools to help staff and pupils achieve a growth mindset

The Centre changed their role in 2012 and was unable to assist the school directly. They did provide some support online.

Objective 6: - Measurement of pupil mindset/attitudes post initiative. In order to gauge success or otherwise of the initiative. The same materials were used as the original baseline assessment in order to see any change or shift in attitudes.

Questionnaires issued, completed collated and statistical analysis completed. Comparison of pre and post study undertaken and conclusions made.

Objective 7: - Evaluation of project. Development of follow up plan.

An evaluation is completed and areas targeted for future development.

Evaluation Description: Evaluations were primarily collected in two ways, questionnaires and discussion with staff. Questionnaires were issued to every pupil in the school (1000 questionnaires) at the start of the project and again at the end of the project. The questionnaire was developed by Carol Dweck and published in her book “Mindset”. The analysis of this questionnaire appears in the results section. Questionnaires and evaluations were completed online as part of the Brainology software. The results and analysis of this appears in the results section. Pupil comments were also collected from within the Brainology software. Evaluations were issued to parents at the end of the “Achieving Together” evening. This was a single sheet where parents graded the event from 1 to 10 and left a comment if they wished. Evaluations were issued to pupils at the end of the “Mindset for Exams” event.


They were asked to write down what they had thought of the event and how they would do things differently in regards to mindset and attitude towards exams. Impact on attainment was carried out through the use of STACT’s data. The analysis of the STACTS data appears in the results section.


Results Mindset Questionnaire Analysis


When the questionnaire was analysed the following was found

• S1 Fixed Mindset pupils dropped by 8% while Growth Mindset increased by 17%.

• S2 Fixed Mindset pupils dropped by 15% while Growth Mindset increased by 16%

• S3 Fixed Mindset pupils remained static at 25% but there was a move from borderline pupils to Growth Mindset which increased by 5%

• S4 Fixed Mindset pupils dropped by 15% while Growth Mindset increased by 17%

• S5 Fixed mindset pupils dropped by 16% while Growth Mindset increased by 12%

(It is worth noting that the S5 swing was from an already very high starting point 73% and this now stands at 85% of our S5 pupils having a growth mindset.)

The evidence shows a statistically significant swing from fixed mindset to growth mindset across all year groups except S3. S3 was the only year group, which had no direct intervention regarding Growth Mindset. This gives very strong evidence that the Growth Mindset initiatives correlated with an increase in pupils adopting a Growth Mindset. It also gives us a clear development target for next session regarding S3. Brainology Analysis of S1 Intervention using the Brainology software.


Analysis of the above intervention demonstrates a shift in beliefs from Fixed to Growth mindset in S1 as well as a high degree of pupil satisfaction with the enjoyment and usefulness of the software. As well as the analysis above pupils made very positive and interesting comments about their experiences:

There were almost 800 pupil comments collected. A sample is below, please note I’ve left the original pupil spelling.

What Learned I learn if u learn your brain will get smarter That I should get more sleep to charge my brain up

I learn how my brain works I learn how I can came I learn that if u lean new things your brain gets stronger a bigger I learn that u can only have 7 memories at a time... I learn what brain dose for u That it's easier if you talk it out with someone. That your brain can send messages to another neuron That if your nervous you can breath in for 5 seconds then breathe out. The more nerves the more smarter you are! If you remember something it stays in your mind I learned that if you study more you'll pass a test Your brain can stay with the information you’ve learned if you study all the time It sends messages to your body telling your limbs what to do

If you get a good nights sleep it helps you well That your brain can grow smarter!!

That you shouldn't have the radio,t.v and do homework at the same time because this could have an information overload. that the neurons control all your activity


I learned to breathe in and out slowly to calm down before a test. I learned that if you are fit and healthy your brain gets heavier with the more things you learn! I learned that you need to try and remember the thing in your brain. I learned I need to try and remember what I have learned. That your brain works by neurons... take deep breaths. Your brain will get heavier the more you exercise it. That everything that is happening is always in your brain. that you can get smarter that the brain doesn’t feel pain i learned that you cant that you cannot use a lot of the sa you shouldnt be reading watching cartoons and listening to the radio at the same time and that the brain needs sleep i learned about neutrons

i learned that the brain is a muscle and that if you exercise it it gets stronger also that you are not born smart average or dumb you have to work hard and then you will be able to get smarter

that there are different types of memories that if you turn what you are struggling with into something you enjoy you will remember it better If we practice things, our brain will become more smarter and stronger.

The comments reflect that the pupils have learned about Growth Mindset and know and understand how to develop a Growth Mindset.

“Achieving Together” parents night feedback

10 – 9 - 10 – 10 (Great eye-opener) – 9 – 8 (Very interesting) – 9 – 10 – 8 (Interesting views. Could have done with a longer period) – 10 -10 – 10 (Very interesting and thought-provoking) – 9 (Better for younger years) – 8 (thought provoking) – 9 (Interesting concepts – would like to see this thinking rolled out to all areas of education – it’s the process not the end result. Very hard for teachers and children to accept that mistakes are learning experiences) – 8 – 9 – 8 (Bit too long but will be very beneficial to download the slides from the school website) – 10 (Good information) – 8 – 8 (Extremely interesting but not how the education system works) – 10 – 10 – 8 (I am so glad that someone else recognises the VALE MINDSET. And hope that together we can change our children in year 4) – 1 (Does not reflect the requirements of education system to pass exams)

The above scoring and comments suggest that parents both appreciated and found the concept of Growth Mindset interesting and useful.

Mindset for exams event.

98% of pupil feed back was positive and indicated that the event had both inspired and motivated them, but also gave them some useful techniques to adopt a Growth Mindset for exams.


Pupil attainment

The following data compares pupil attainment from 2011 post appeal and 2012 data pre appeal. This means that the 2012 data will almost certainly move in a positive direction.

Key

SQA Qualification Level

Advanced Higher at A-C 7

Higher at A-C 6

Standard Grade at 1-2; Intermediate 2 at A-C 5

Standard Grade at 3-4; Intermediate 1 at A-C 4

Standard Grade at 5-6; Access 3 at A-C 3

S4

2011 2012

E + M@ Level 3 95.9 91

5+ level 3 or better 97 94



S5

2011 2012

5+ level 4 or better 74.8 76






S6

2011 2012






Bearing in mind that the 2012 data is still to be adjusted after appeal data, the results are very encouraging. I have highlighted the data in green, which indicates a positive swing. On the post important indicators it would appear there has been a positive movement in pupil attainment from 2011 to 2012.

It would of course be foolish to make the claim that the mindset initiative has been entirely responsible for the improvement in attainment or indeed it was even the main driver for an improvement in attainment. There were a number of other initiatives introduces in the session which may well have impacted on attainment. However it is still encouraging seeing attainment improve from last year and pupils adopting a growth mindset can only help contribute to increased pupil attainment.

Implications for Practice

The findings would indicate that we have made a clear impact on moving pupils from a Fixed Mindset to a Growth Mindset. Pupils, parents, and staff are positive about the project and appreciate the usefulness of understanding Fixed and Growth Mindset and how Growth Mindset can be encouraged.

The pupil questionnaires would seem to demonstrate a clear correlation between the swing from Fixed to Growth Mindset and the amount of intervention in each year group. S3 had no input and demonstrated the least swing.

The evidence would therefore support both further intervention and development of more materials particularly in S3. The growth mindset group has already developed and put in place PSHE units for use in class during the forthcoming session. The group will continue to meet and analysis the evidence and create a plan for further development of the growth mindset culture during the forthcoming session.

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