Class Dojo have added a series of five ‘Big Ideas’ videos to their website highlighting the importance of adopting a growth mindset and some strategies for developing one. The videos bring the Dojo characters to life as they struggle when faced with challenges or discover that they cannot do something that they thought they were really good at. The videos are being released every Monday, with the first 3 already available with downloadable discussion guides. Check out ‘Chapter 1: A Secret about the Brain‘ below before clicking here to see the complete the series, including: Chapter 2: The Magic of Mistakes; Chapter 3: The Power of ‘Yet’; Chapter 4: The World of Neurons and Chapter 5: Little by Little. Thank you to the team at Class Dojo.
ClassDojo was originally designed in the US as a digital based behaviour management system where teachers gave children points for choosing to do the ‘correct’ behaviours. The video below explains a little more (as well as many others on YouTube).
There is no right or wrong way to use ClassDojo as it will depend on your own (and school’s) ethos and values as a teacher. However, not being a big fan of using extrinsic rewards systems, but recognising the motivation that ClassDojo could create, I have been exploring using it to reward behaviours that the school and I are trying to promote, namely, building learning power/growth mindsets. New behaviours are added every half-term and the recent adaptation of changing the weighting of the points means that we can value some behaviours more than others. The points are collated over a two week period, at the end of which the highest point scorer receives a leaning power certificate. There are still many features that need exploring, so if you have not signed up for free yet, why not give it a go and experiment in your own classroom?
The Provision Guidance draws on good practice in schools, and evidence-based, applied psychological theory and research. It has been created by Educational Psychologists in close collaboration with the Specialist Teacher teams within Essex.
What is its purpose?
The purpose of the guidance is to support school staff in the process of building on current good practice and to help schools to develop systems, skills and structures for responding to pupils’ needs. It provides clarity and consistency when deciding the level and type of support a child needs.
Ideas for use:
- Supporting the One Planning environment through identifying provision to help meet outcomes
- As a self-help guide for practitioners when considering provision in their classrooms
- Providing a point of reference for school staff when deciding which level of the graduated response pupils are working on
- As an audit tool for individual pupils or for school practice identifying gaps in provision
- New ideas for working with individual pupils
For working in partnership with parents and carers providing clarity and transparency when explaining provision the school is making for their child
What does it include?
It covers the main Categories of Need identified within Essex. Each area comes under one of the umbrella categories in the new SEND Code of Practice.
- Learning Difficulties and Disability
- Social, Emotional and Mental Health
- Social Communication: including Autistic Spectrum
- Speech, Language and Communication
- Physical and Neurological
- Sensory (Hearing and Visual Impairments)
- Early Years Provision
Check out this video from the Khan Academy highlighting why it is crucial for educators to develop growth mindsets in the children they teach. We used it to inspire and develop growth mindsets in our staff on training days and the children during assembly. Enjoy.
I first stumbled across the theories of Mindset and Professor Carol Dweck when working as part of an Active Research group of Shirley Clarke’s in 2008. It made such sense that the way we talk to children and when and how we praise them will affect their motivation and understanding of the impact of practice and effort when learning new skills. As a result, I went on to read Carol Dweck’s book Mindset: How You Can Fulfill Your Potential, which only confirmed my beliefs and determined my current and future practice when working with children.
Check out our new Mindset page on our Teaching and Learning blog to reflect on your own mindset and practice as a teacher or even parent.