As we continue our focus on the growth mindset in the latter years of primary education, it may be worth recapping what we have discussed so far (The growth mindset in key stage 2 teaching: Part 1, Headteacher Update, September 2016: http://bit.ly/2e2ANRn).
In this second article, I will focus on three areas: the value of intrinsic and extrinsic rewards; specific praise and feedback language to be used; and identification of measures to record progress.
Professor Carol Dweck, the creator of the growth mindset movement, is quite clear on the concept of rewards. All learning must ultimately be based on learning for learning’s sake. This can be put into context/relevance for individual pupils by using aspirational goal-setting.
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