Growing with a Growth Mindset Erasmus Project

Project Title

Growing with a Growth Mindset

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; New innovative curricula/educational methods/development of training courses

Project Summary

The participating schools identified that many of their students have a fixed mindset when it comes to their learning. This means many of them believe they are intelligent or not intelligent, able or not able to play sports, are musical or are not. Teachers in all partner schools attended a training course to learn how to help their pupils to develop a growth mindset approach to their learning. This helped teachers to understand how their use use of certain vocabulary and praise has a great impact on the way pupils respond to challenge in their learning. Teachers were introduced to various learning styles, considered the impact of the classroom atmosphere on learners, and were encouraged to think critically about how they plan activities for their pupils and what expectations they have of students.
Teachers from the partner schools in Portugal, Czech Republic and Turkey attended the training event in Wales. Those teachers shared the training with the rest of the staff at their schools following the training event. Two or more teachers from each school then met in each of the participating schools for a transnational meeting to discuss the effectiveness of the strategies and pedagogy introduced in the training, to share experiences, and to observe the use of a growth mindset approach first hand in the various schools.
Schools have employed various methodologies including verbal and non-verbal approaches in the classroom, team teaching, pupil led learning, pupil self and peer assessment, enhanced use of empathy, a recognition of a variety of learning styles, the consideration of the impact of teacher and pupil expectation of learning and achievement, and a focus on emotional intelligence when dealing with challenges, frustration and failure.
Partner schools have observed more confident learners who are more willing take on challenges resulting in increased engagement, better achievement due to increased motivation, more skilled and competent teachers, better links between school, home and the local community, and a change of ethos in schools where effort and determination are valued over perceived intelligence. Learners and teachers have learnt that intelligence is not fixed and achievement can improve with perseverance and strong will.
Longer term benefits are vital to this project and the reason we have all worked together. We now have an effective group of teachers from around Europe who work collaboratively to impact on the teaching and learning provision in their own schools but also other local schools and partners. Also, a permanent change in teachers’ and learners’ attitudes has been achieved so that all can achieve and progress with the support of their peers. We have all brought about a permanent and lasting change in the running and organisation of our schools. Growth Mindset talk is prevalent in all partner schools, and other schools in our local areas have visited our schools to learn about this pedagogy in order to implement it in their schools, thus furthering the impact of the project. Pupils are enjoying school and looking for challenges, they feel more confident as they know their teachers and peers believe they can achieve what they are working towards. Their aspirational goals are within their reach and the best result is that our learners’ goals are more aspirational than ever before because they have self belief and determination. This supports the four purposes and the ethos behind the new curriculum which is soon to be implemented in Wales.
All partner schools identified that use of supportive and inspirational language with the children and staff has improved. The overall learning environment in all schools has benefited and learning behaviours have lead to better results. Pupils’, confidence has greatly increased, they are more willing to face failure in front of their peers. They are experiencing success but through the process of trial and error in order to improve. Self confidence has changed the pupils’ learning because they are not afraid to fail and try again.

EU Grant (Eur)

Funding of the project from EU: 48990 Eur

Project Coordinator

Sully Primary School & Country: UK

Project Partners

• Agrupamento de Escolas Fernando Casimiro Pereira da Silva
• Istituto Comprensivo Lentini
• Ferit Bahriye Ergil Ortaokulu
• Zakladni skola Havirov-Moravska 29/497 okres Karvina