Now that my intervention proposal has passed, it’s now onto getting on with it. In order for me to explain what I’m intending to do, I thought it may be useful for me to share a few snippets of my proposal on here. This way, any future references I make to this intervention might make sense.

Essentially, this intervention stems from me noticing that a number of my pupils decide that they cannot complete a task very early on, therefore:

This proposal outlines and justifies an intervention which will aim to change the mindset of the pupils of one…class and in doing so improve their confidence for learning.

I then spent some time considering literature on motivation, confidence and self-esteem. This led me to the work of Carol Dweck and her colleagues:

In her recent book (Dweck, 2006), Dweck discusses her ideas on the role our belief in the malleability of traits plays in our own success. She categorises people into two possible groups, those with a fixed mindset and those with a growth mindset. I think the difference between the two types of mindset is simply summarised in one of her own subheadings; “Is success about learning – or proving you’re smart?” (Dweck, 2006). Those who have a growth mindset believe that ability can change and that challenges and obstacles are opportunities to learn and improve. Whereas those that have a fixed mindset, believe that their ability is innate and cannot change. These people avoid challenges and seek out simple validation and approval. Dweck goes on to describe the importance of process orientated praise in the developing a growth mindset throughout the book. All of these ideas are supported by the research which has been carried out by Dweck and her colleagues.

I then outline the current situation with one particular class and relate these issues to policy documents, such as a curriculum for excellence:

Curriculum for Excellence…outlines four capacities for child development from three to eighteen. These capacities include ‘confident individuals’ which lists that pupils will have:
•    Self-respect
•    A sense of physical, mental and emotional well-being
•    Secure values and beliefs
•    Ambition

I then finish by outlining the details of the intervention. The first two weeks will be spent learning about Dweck’s ideas. I will do this through 10/15 minute mini-lessons at the beginning of each lesson. For the remainder of the intervention, I will carry out a series of activities to encourage the pupils to reflect on their mindset and to put what they have learnt into practice.

I intend to evaluate the success of the intervention through a combination of observations, learning journals and interviews.