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2.6.6 Developing a growth mindset culture amongst academically gifted and highly able secondary students
This presentation will outline how a co-educational, academically selective entry secondary school in Victoria has changed the nature of assessment, reporting, awards, recognition, and praise to support highly able and gifted students to focus on learning, challenge, collaboration, and growth, rather than emphasising the fear-engendering focus on achievement. We identify a predominance of ‘fixed mindset’ traits (Dweck), in our student and family population and have worked hard to create a culture that supports the development of ‘growth mindset’ characteristics so that we can maximise their learning potential and support their wellbeing.