2020/21’s academic year has seen a shift from traditional classroom-based learning to that of digital/blended learning. Still at the heart of many Scottish legislations and policies which underpin teaching practice, is the importance of practicing in a child-centred way to cultivate a Growth Mindset. Embedding Growth Mindset into Digital Learning has been reiterated by Education Scotland, the General Teaching Council, Local Government and individual School policies.
Whether teaching in the classroom or through remote learning, Growth Mindset approaches, can raise attainment, achievement and enjoyment. Carl Dweck who is most frequently linked with notion of growth mindsets and in particular why it’s not just our abilities and talent that bring us success–but whether we approach them with a fixed or growth mindset, highlights how we can change learner’s mindset is by praise. Through reading Dweck’s growth mindset research, it is clear how influential our praise is to students’ growth. Dweck found process praise from teachers and parents motivated children more than outcome praise.
The focus of this digital classroom-based Practitioner Enquiry is based upon identifying the impact of providing process praise via MS Teams “Praise” application on learner’s online engagement.
The aim of this enquiry is to analyse the effectiveness of praising pupils via MS Teams “Praise” application on student’s online engagement and completion of course assignments.
It was envisaged that a possible outcome at the end of the enquiry would involve pupils’ engagement (online presence and assignment submission) would improve. Furthermore, this could improve performance in other areas of the curriculum through their improved mindset of learning in the digital classroom.