SPARKLING Learning Behaviours

Solving Problems

Playing and working together

Applying what I know

Ready to communicate

Keep using my imagination

Leading my own learning

Improving my own learning

Never give up and try new things

Growing my mindset

Sparkling Learning Behaviours

Introduce each of the Sparkling Learning Behaviours and break it down in an age appropriate and exciting way so children are really aware of what each one means, for example activities to promote teamwork, communication and risk taking. Who can make a container to hold an egg safely when it is dropped from a height. These must be displayed in some way in your classroom, for the younger children I am going to create characters, please ask if you would like to use these too.

Learning Culture

Create a learning culture in your classroom by spending time focusing on the learning behaviours this should come but it will need ongoing reminders and time. Spend some time in circle time taking about things we are good at, things we want to improve and discussing mindset. If adults model and talk about wanting to improve themselves and their learning children will follow. I have often made posters with my class to display and remind them of this, for example ‘A good learner is……’  What is effort?

Growth Mindset

Spend some time introducing the idea between a fixed and growth mindset.

Fixed Midset Growth Mindset
Intelligence is static Intelligence can be developed

Leads to a desire to look smart and there a tendency to:

  • avoid challenges
  • give up easily due to obstacles
  • see effort as fruitless
  • ignore useful feedback
  • be threatened by others' success

Leads to a desire to learn and therefore a tendency to:

  • embrace challenges
  • persist despite obstacles
  • see effort as a path to mastery
  • learn from criticism
  • be inspired by others' success

Ideas for introducing mindset

KS1 using puppets to portray the characteristics eg. Clever Cat (fixed), Hardworking Hedgehog or ask the children to create their own characters.

Using stories and books I have a number of these in my cupboard relevant to all key stages please come and ask.

Introduce some learning about the brain and how when we learn new things. Be careful how you use praise, praise the effort and hard work rather than the outcome, try to avoid using the word clever!

Learning (Talk) partners

Set up a system of learning partners which are randomly picked and regularly changed (weekly).

Create a class success criteria ‘How to be a good learning partner’ to display in the classroom and refer back to regularly.

Give the children a number of opportunities to practise using learning partners in those first 3 weeks so the routines are embedded.

In Shirley Clarke’s book they talk about using compliments slips to praise and encourage your partner to improve each time you change.

Mores ideas:

  • Introduce and allow children time to practise choosing their own level of challenge through all activities.
  • Take time to practise self and peer assessment based on different examples using the terms www (what went well) and ebi (even better if) verbally, use this with all activities not just English and Maths (remember 2/3 www to 1 ebi). Introduce the green and pink marking system and allow adults and pupils time to practise.
  • Introduce and create a class Success Criteria around presentation of work.
  • Get children involved and regularly talking about their own learning, you could create posters for the classroom based on your next topic: What I already know, What I want to find out, What I have learnt.

Remember have fun and use specific praise for the learning behaviours and the children putting in the most effort.