When discussing research that could be conducted in a meaningful way in the classroom, the issue of a lack of confidence and fixed mindsets arose most often. We, as practitioners, often face difficulty with learners who have convinced themselves that they are not good enough or that they are not good at particular topics/subjects and thus they do not apply themselves to tasks as well as they could. The General Teaching Council for Scotland (GTCS) sets out in its Standards for Professional Registration that teachers must “know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners, and demonstrate a commitment to raising all learners’ expectations of themselves” (GTCS, 2012). Therefore it is in the interests of all teachers to know about the different ways in which to support pupils to have high expectations of themselves.
Research has shown that one of the most cost effective methods of improving success amongst pupils is through the use of feedback (EEF, 2018). Furthermore, given that the Scottish Government currently has as its main educational focus the closing of the poverty related attainment gap, Carol Dweck’s writings on growth mindset hold even more power today than they did when first published:
“The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.” – Dweck (2015) p.2
Thus, as Dweck highlights, it is crucial to spend time with pupils discussing what they have done and then continuing said discussion with how they can improve i.e. feedback. The purpose of this investigation is to find out what happens when pupils are provided with real time formative feedback – the hope being that pupil’s confidence in their ability grows as a result.
- To assess the impact of feedback checkpoints on pupils’ confidence in their ability.
- To find out if pupils think mid-lesson feedback improves their confidence.