Thinking

Growth Mindset

At Penn Wood School, we are fully committed to fostering a growth mindset in our pupils.

We recognise that hard work and effort are important to achieving success and allowing our pupils to grow and develop. We ensure that in the classroom, time is given to not just learn new concepts and ideas but to practise new skills and internalise facts and information.

Using the work and approaches of Carol Dweck, Professor Deborah Eyre and John Hattie, we believe a growth mindset can be achieved by working to promote, instil and develop the following attributes.  

 

 

By so doing this, we will help to:

  • Raise aspirations of all

  • Develop and instil a desire for learning that is deep and lasting

  • Give the pupils the opportunity to keep on growing and developing in their learning

 

 

Thinking tools

At Penn Wood School, we believe children should be actively engaged in a deeper thinking process to truly comprehend and understand ideas and concepts. This requires that they not only see and hear but mentally manipulate information, considering its implications and significance, comparing it with what they already know, synthesising and digesting it and sharing it with others.

In order to achieve this, we use the following approaches to scaffold effective thinking and learning skills:

1.  Visual tools - use of thinking maps (David Hyerle) and Singapore bar models

2. Dispositions (based on 'High Performance Learning' work of Professor Deborah Eyre)

3. Reasoning activities (using principles from P4C)

 

 

Visual Tools

Singapore bar model

The bar model method is a strategy used to visualise mathematical concepts and solve problems. The bar model is the pictorial phase of the concrete- pictorial-abstract process. The bar model can be adapted to show the relationship of whole and parts in both additive and multiplicative reasoning and to solve a range of problems. As pupils progress through the school, they are able to manipulate the bar in more sophisticated ways to demonstrate their deep understanding of concepts such as ratio and proportion, conversion of fractions, decimals and percentages and enumerating possibilities with two variables.

The following are examples of children using bar models in school:

 

   

 

                   

 

Thinking Maps (David Hyerle)

Thinking Maps® created by David Hyerle, are visual tools that represent different types of thinking carried out in the classroom. The maps allow pupils the opportunity to develop, amongst other thinking skills,  the ability to compare and contrast, describe, sequence ideas as well as identify  patterns and relationships.  The Thinking maps below are just 4 examples of 8 different maps that are used at Penn Wood School across the different areas of the curriculum. These maps can also be used at home to support pupils’ learning in reading in their reading record books. As pupils progress through the school, they become more knowledgeable to choose and select the maps themselves that they require for the type of thinking they are engaging in.

 

 

The following are examples of children using thinking maps in school:

 

  

 

Dispositions

"High performance Learning", developed by Professor Deborah Eyre, is focused on the premise that most pupils are capable of achieving the high levels of academic performance and aligns perfectly with our vision for mastery for all.

Deborah Eyre's pedagogy focuses on children developing a series of cognitive characteristics along with values, attitudes and attributes which help them to progress to be advanced performers and enterprising learners. Many of the attributes required to develop a growth mindset are included in these values, attitudes and attributes.

As a school, we have taken aboard Deborah Eyre’s principles and developed our own dispositions;  being open- minded, being a detective, persevering, imagining and being a team player. So pupils truly understand and recognise the learning they are engaging in, we have identified the internal thinking process that take place to allow the pupils to demonstrate these dispositions. These dispositions are referenced across all areas of the curriculum.

Some of the dispositions are shown below:

     

 

In these images, Year 3 were working with the 'imagining' disposition:

     

                     

Whilst reading ‘The Tunnel’ in English lessons, the children were imagining what could be at the other end of the tunnel and using this to show how the main character might have felt. The children used this task to help add emotive words to their writing. The children were imagining what it was like to be the character in the story who really desired something but could not reach it.  

 

Children in Reception persevering with their handwriting:        Children being excellent team players:

     

 

Year 4 being team players during violin lessons:              Being team players during the Year 3 Babushka production:                

 

Being open minded in Year 5 P4C sessions:                  Reception being open minded in a PSHE lesson:                    

                  

 

An activity encouraging Year 6 to be detectives in maths:

 

 

Reasoning (using principles from P4C)

Using the principles from P4C, we also offer opportunities for pupils to develop their deep reasoning skills. Tasks are tailored to allow rich discussion where multiple answers are considered, various view- points are shared and children are encouraged to use evidence across a range of sources and subject areas to justify their ideas. Pupils are encouraged to pose questions to deepen their understanding. Reasoning tasks are planned across the curriculum with pupils focussing on the disposition of being open minded to enable them to be fully engaged and receptive to new ideas.

A selection of the type of activities and tasks the children engage in can be found below: