Thinking BIG
FreeAbout this course
This workshop is perfect for aiding transition from primary to secondary schooling. It has been designed to help year 6 and 7 students to develop a ‘growth mindset’. Your students will learn about Carol Dweck’s ground-breaking theory and how they might positively influence their own mindsets. Your students will be encouraged to reflect on their current approaches to studying, and to decide on simple changes to make their transition and secondary schooling an exciting and successful experience. Through accepting responsibility for their actions and progress, your students will be able to build their self-belief whilst developing the habits of resilience and perseverance. This workshop will help your students to embrace secondary school with confidence. They are sure to be inspired and equipped with the strategies to succeed.
Rationale
Based on the work of Stanford University psychologist, Carol Dweck, the idea of growth mindset is related to our understanding of where ability comes from. In ‘The New Psychology of Success’ (2000), Dweck put forward that, with a fixed mindset, students believe their basic abilities, talents and intelligence are fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look stupid. With a growth mindset, students believe that their talents and abilities can be developed through effort and persistence. They don’t necessarily think everyone’s the same or anyone can be a Nobel prize winner, but they believe everyone can get smarter if they work at it (Morehead 2012). A systematic literature review found evidence to suggest that interventions promoting a growth mindset were effective at raising pupils’ academic attainment (Kearney, 2016).
Studies report a significant improvement in academic attainment after receiving a growth mindset intervention.
Yeager (2019)
Objectives
- To help students understand the potential in adopting a growth mindset.
- To encourage students to remain inquisitive and curious learners.
- To encourage students to reflect on different approaches to learning and knowledge acquisition.
- To demonstrate the power of association to improve understanding and memory retention.
Skills taught and their Benefits
The Circle of Concern concept, developed by Stephen Covey, can help students to recognise which things they can influence and control, and which they can’t. Understanding that much of what a student might focus on may well be outside of their influence enables them to focus their efforts, build resilience, develop responsibility and the ability to reflect.
Number Shape is a powerful memory strategy which gives students an insight to the power of association and focussed thinking.
Reflection is essential for making sense of our experiences. From interactions with friends, to feedback from teachers, the ability to reflect on our results encourages us to cast backwards, look forwards and make changes to the way we think, act and feel.
Managing Internal Dialogue is the ability to tune in to the voice inside your head and use it to build confidence, rather than deplete it. The ability to have an internal dialogue is thought to develop during childhood in what’s called ‘private speech.’ As children acquire language skills, they learn to engage in internal commentary as they work independently or take turns during an activity. Through learning specific strategies, students can learn how to shift to a less critical inner voice and develop higher levels of confidence, motivation and resilience.
Outcomes
By the end of the workshop, your students will have:
- Developed an understanding of a growth mindset and how to adopt it.
- Identified factors that they can influence, and where to focus their efforts.
- Improved their memory skills and metacognitive abilities.
- Gained confidence in their own abilities and potential both academically and beyond.
- Developed an understanding of ‘private speech’ and how to positively impact their self-talk.
The workshop today was pretty inspirational – it changed my way of thinking and helped me to be more positive.
Year 8 student, Lawn Manor Academy – Sept 2022
Statutory Guidance, Curriculum and Frameworks
GATSBY Benchmarks: 3,5,8
NERUPI Framework: Choose, Become, Understand
PSHE Core: Living in the wider world
- Many schools that book Thinking Big find that these further workshops work well in combination: CSI: Mind Mapping
- Recommended add-ons: All Power Hours, Parent Workshop, Staff 1hr CPD
Note to parents
The strategies within this course are designed to help your child plan, structure and conduct their revision in the most effective manner.
It is important to note that each child has individual strengths and preferences and will therefore benefit from a tailored and personalised approach to revision. There is no ‘one-size-fits-all’ magic rabbit foot for passing exams. There are, however, a range of techniques that have been proven to assist in increasing focused attention, understanding and recall. We encourage students to experiment with a variety of these techniques so they might develop an approach that works for them. A good time for trying out different revision methods is in the lead up to the mock exams. Help them to analyse which techniques work for them, so that when they are revising for their main exams – they know how to revise in a confident and effective manner.
Discuss revision with your child and encourage them to discuss it with their friends and siblings. Encourage your child to attend any additional revision sessions organised by the school; these will be focused on the key topics that will come up in the exam. Your child will also get the feeling that they’re not alone in this; all their friends are going through it too. Attend any parents’ evenings put on by the school. It’s useful to be reminded of things you might not have thought of or forgotten. Also, it’s a great time to hear from other parents and how they’re all experiencing similar issues or challenges.
We wish you all the best in supporting your child through the intensive and often stressful time leading up to exams. The act of you reading this text, infers that you have your child’s best interests in mind. I’m sure they will benefit massively from your help, support and encouragement.
Best,
Sander de Groot
Head of Training
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